PE 1111 

.S55 



a 



INTELLECTUAL 



AND PRACTICE 



GRAMMAR. 



— 1 






Hitm 



\ 



^p/.j/ ..S S.S" 

UNITED STATES OF AMERICA. 






at 



INTELLECTUAL 



PRACTICAL. GRAMMAR, 



A SERIES OF 



INDUCTIVE QUESTIONS, 



CONNECTED WITH 



EXERCISES IN COMPOSITION, 



BY ROSWELL C. SMITH, 

Author of Practical and Mental Arithmetic 




Names should succeed ^ea?SOV»---^x 



fOL» BT THE AUTHOR AND BOOKSELLERS GENIRALLT- 

1829. 



r 



T^i 

^ 



c 



\S* 



1 



RHODE-ISLAND DISTRICT, sc. 

[L. S.] Be it remembered, That on the 10th day of 
November, 1829, and in the fifty-fourth year of the Indepen- 
dence of the United States of America, Roswell C. Smith, of 
said District, hath deposited in this Office the title of a book, the right 
whereof he claims as author, in the following words, viz. " Intellec- 
tual and Practical Grammar, in a series of inductive questions, 
connected with exercises in composition. By Roswell C. Smith, 
author of Practical and Mental Arithmetic. Names should suc- 
ceed ideas." 

In conformity to an act of Congress of the United States. 
entitled " An Act for the encouragement of learning, by secur- 
ing the copies of maps, charts and books to the authors and 
proprietors of such copies, during the time therein mentioned, 
and also to an Act entitled " An Act supplementary to an 
act entitled " An act for the encouragement of learning, by secur- 
ing the copies of maps, charts and books, to the authors and 
proprietors of such copies, during the time therein mentioned, 
and extending the benefit thereof to the arts of designing, engra- 
4 ving and etching historical and other prints." 

Witness 

'benjamin cowell, 

Clerk of the District of Rhode- Island, 



or; 



H. H. BROWS. ...rRtNTER... .15, MARKET SQUARE. 



PREFACE. 

If any one should take up this work with the impres- 
sion that he has met with another " Murray's Grammar 
Simplified," to be added to the " one hundred and one" 
already in use, or rather in existence, he is respectfully 
requested to suspend his judgment, till a careful peru- 
sal of its contents has furnished some data, on which to 
predicate a just and candid opinion of its merits. 

To convince the public, if indeed it is not already 
convinced, of the imperious necessity of having some 
work, on the subject of English Grammar, on a differ- 
ent plan, and better adapted to the wants of our youth, 
than any we now have, the author cites the following 
extracts from No. LII, of that distinguished literary 
journal, the North-American Review, Art. III. pp. 52, 
53. 

" The first thing to be required in a system of popular 
instruction, is, that it should be intelligible ; that chil- 
dren and youth should understand what they learn. 
Understand what they learn ? it may be asked ; What 
else can they do 1 We answer, that they may com- 
mit it to memory, may recite it, may even make a fair 
show of knowledge, and yet know nothing. ' Under- 
standest thou what thou readest,' or what thou 



IV 



PREFACE. 



sayest ? is the hardest question, that can be put 
to the old inquirer, and to the guarded and cautious 
controvertist or disputant. But to most children, in 
regard to much of what they have been taught in the 
prevailing systems of education, this would be a con- 
founding question. We have not the least hesitation 
in saying, that two or three years, in the education of 
almost every individual in this country, have been 
thrown away upon studying what they did not under- 
stand." 

" Shall a child, then, it may be asked, attend to no- 
thing, that it cannot understand ? We answer, to very 
little or nothing. — What possible use would it serve ? 

" The evils, which have resulted from this defect in 
education, are of the worst kind. The loss of time, 
already alluded to, is the least of them. Nor is even 
the loss of knowledge the greatest of them. For the 
very disposition to know, txie very desire of acquisition 
is taken away. Much of the ignorance of the com- 
munity is to be traced to this kind of learning. How 
many dull scholars, too, have been made so by unin- 
telligible instruction. The abused mind still gives 
this testimony to its intrinsic dignity, that it cannot be 
interested in what it does not understand. Words that 
neither teach nor signify any thing to it, must be dull ; 
they ought to be dull. It is and it ought to be, a dull 
business to commit them to memory, and to repeat 
them, though with ever so much fluency and eclat. — 



PREFACE; V 

This attending to words, without comprehending their 
meaning, also fosters a habit of indistinctness, a want of 
discrimination of mind. It creates a mental unfaith- 
fulness, and something bordering certainly on moral 
dereliction. There cannot be a worse habit for the 
mind, if not for the heart, than to be content with an 
equivocal, half way knowledge of what is studied, or 
read, or heard. It is fatal to thorough scholarship ; 
it is injurious to practical good sense ; it is a species of 
injustice to the mind, and almost a swerving from con- 
science. We are prone enough from our natural indo- 
lence, to rest satisfied with superficial knowledge ; but 
we add to this propensity the influence of a negli- 
gent and superficial education. And yet, perhaps, no- 
thing sopuifs up the mind with a notion of its acquisi* 
tions, as superficial knowledge. No person is so self 
complacent as the fluent repeater of unmeaning words." 

The above remarks, though made in reference to the 
subject of early education, generally, apply with pecul- 
iar force to the subject of grammar. 

The American Journal of Education, No. 39, Art. II, 
has the following : 

* • * " In teaching grammar, the first step is, for 
the pupil to commit to memory the parts of speech, 
with their definitions ; then, the variations to which 
those parts of speech are subjected by number, gen- 
der, case, mood, and tense ; and then, the relation that 
1* 



VI 



PREFACE. 



words may sustain to each other, when arranged into 
sentences. Now, all these things will be riddles to the 
learner, until after he has become familiar with the 
usages of correct language, by much reading of well- 
written books. The time, therefore, which is usually 
spent by children in committing to memory some trea- 
tise on grammar, is little better than wasted. If the 
same time were expended in reading with care, speci- 
mens of correct and elegant English — in ascertaining 
precisely, the meaning of sentences — particularly ob- 
serving those that may be at all peculiar in their struc- 
ture ; if the time, I repeat, usually spent in learning 
to recite the pages of Murray, were faithfully employ- 
ed in the manner suggested, I am confident the pupil 
would acquire incomparably more knowledge of the 
language, and would much sooner learn to use it 
with greater accuracy than most of our common school 
taught grammarians do ; besides which, he would be 
more likely to obtain the very rare accomplishment of 
reading well. In proof of what has been said, I might 
point you to certain persons, who write with a good 
degree of propriety, and even elegance, though they 
never learnt anything about the technics of grammar ; 
while, on the other hand, you all undoubtedly know 
many persons, claiming to be very familiar with or- 
thography t etymology, syntax, and prosody, yet habit- 
ually, both in speaking and writing, outrage some of 
the first principles of language. 



PREFACE. VU 

" It may be very proper, indeed it is indispensable 
to a finished education, that one should learn the sci- 
ence of grammar ; but I am persuaded the common 
method of teaching it is most unnatural, and therefore 
so often unsuccessful." 

From the foregoing facts and observations, it will 
not be denied, that a suitable work on this subject is 
earnestly called for. Other quotations, of the same 
general purport, from the most respectable sources, 
might easily be made, but it is presumed they are un- 
necessary. — Common sense teaches, that any study, in 
order to be useful, must be intelligible, and a common 
acquaintance with the English Grammars, at present 
in use, can scarcely fail to convince all, that they are 
far, very far, from being intelligible to young minds. 
Besides, no reasons why a thing is so and so, or why it 
is not, are ever or rarely ever given in the ordinary 
treatises ; no fitness is suggested to, or perceived by, 
the mind of the young pupil, between the name and the 
thing or subject named. 

The effect produced on the learner by this method of 
treating the subject, is admirably illustrated by an 
anecdote of the celebrated John Home Tooke. When 
at Eton school, he was one day asked, by the master, 
why a certain verb governed a particular case. He 
answered, " I don't know." That's impossible, said 
the master. I know you are not ignorant, but obsti- 
nate. Home however persisted, and the master flog- 



Vlll PREFACE. 

ged. After the punishment, the pedagogue quoted the 
rule of grammar. Home instantly replied, " I know 
that very well, but you did not ask for the rule, you 
demanded the reason." 

A scholar may, it is true, be taught to repeat " A 
noun is the name of any thing that exists," but unless 
some further explanation be given, he will be in great 
danger of making, occasionally, such a blunder as the 
following, and say — " A noun is the name of any thing 
that consists" which circumstance is said actually to 
have happened. 

It is an old maxim that it is easier to point out de- 
fects, than to devise remedies. The author has en- 
deavored to apply a remedy, wherever he has found a 
defect. The remarks made above, have not proceed- 
ed from any love of fault-finding, in the author, but 
to acquit himself of the charge, if such a charge 
should be made, of attempting to palm upon the 
public a book, on a subject which had been treated 
by others, with so much ability, as to prevent any 
improvement. 

The author's views on the subject of teaching Eng- 
lish Grammar, are perfectly coincident with Pestal- 
lozzi's general method of instruction, as described in 
the Journal of Education, Ko. 38, pp. 97, 98. 

" Pest alozzi endeavored, in the first place, to ascer- 
tain by questions adapted to the tender age of the pu- 
pil, whether any idea existed in his mind upon the sub- 



PREFACE. IX 

ject to which he wished to direct his attention ; and 
from any one clear idea of which he found the child in 
possession, he led him on, by a series of questions, to the 
acquirement of such other ideas as were most intimately 
connected with that primary conception. 

The plan of this work will be found to conform, pretty 
nearly, to the directions contained in the following 
paragraph, from page 189 of the same No. of the Jour- 
nal last quoted. 

" What seems to be most needed for the purposes of 
instruction, is to place the whole subject of grammar in 
such an order as is best adapted for the discipline and 
improvement of the mind in learning. The whole ought 
to be arranged in a series of inductive questions, lead- 
ing the young mind to those results which are common- 
ly given in books on grammar. The learner will thus 
perceive and understand every step of his progress, by 
doing something nearly like what he does when he 
works out sums in arithmetic, and arrives at general 
results himself, on the inductive method." 

Accordingly the pupil is first presented with a few 
obviously incorrect expressions, next with the same 
ideas correctly expressed, and then he is called upon to 
decide which is correct and which incorrect. This will 
encourage him to proceed without his acquiring the 
prejudice, now so prevalent among scholars, who have 
attended slightly to the subject of grammar, as taught 
in ordinary treatises ; namely, that their own common 



X PREFACE. 

sense cannot be brought to bear on the subject, but that 
they must commit to memory, these and those facts, 
without attending at all to the constant and daily use 
of language. 

When the pupil has practised on these exercises a 
sufficient time to answer the above purpose, he is led 
to observe that there are some words in the language 
which have a general similarity in meaning, and conse- 
quently, that they may form a class. This classifi- 
cation he is then called upon to make, and when by 
these means, he has acquired clear and definite ideas 
respecting the propriety and even necessity of this 
classification, or division of words, he is required to 
give it a name, not however to adopt one, without first 
being satisfied that the name is well adapted to, and 
calculated to give an idea of the thing, or subject named. 
The same principle, indeed, will be found recognised 
in this work, which the author adopted in his Arithme- 
tic, viz. that names should succeed ideas. The same mode 
is adopted with regard to the several classes of words, 
and their several properties, to which it is necessary to 
assign names. 

In order to fix firmly in the mind the facts and infer- 
ences deduced by the pupil in the first set of questions 
on any one subject, another set is subjoined, of a more 
direct character, intended to comprise a recapitulation 
of the whole subject matter of the first set, and also to 
test, accurately, the pupil's acquisitions. Should any 



PREFACE. XI 

hesitation be evinced in answering these questions, re- 
ference can again be had to the primary questions, on 
the same subject. 

To induce the habit of writing with ease and cor- 
rectness, a third set of questions is added to those men- 
tioned above, denominated " Exercises for the Slate 
or Paper." In these, still more latitude is allowed ; 
the pupil is introduced to the objects around him, and 
taught to associate them with the study to which he is 
attending, thus acquiring, in an agreeable manner, the 
principles of the language as rapidly as his mind can 
be made to grasp them. 

The subject of parsing, and all that is naturally in- 
volved in it, is unfolded to the mind of the pupil, as 
fast as the different parts of speech, under considera- 
tion, will admit. Of course, these exercises must be 
progressive, commencing with simple and easy exam- 
ples, and proceeding, gradually, to those more diffi- 
cult. 

In the second part, after the pupil has acquired a 
partial knowledge of grammatical parsing, exercises 
in false syntax are given for his correction. This 
course is deemed better adapted to awaken the pupil's 
powers of discrimination, to increase his care and ac- 
curacy in the construction of sentences, than an exclu- 
sive attention to language strictly grammatical. 

A similar method has been pursued in treating the 
subject of prosody. Examples for correction are ad- 



Xll PREFACE. 

ded to all the rules there given for Punctuation, &e. — 
Throughout the work, it has been the author's aim 
to make his book complete in itself, on the subject 
of which it professes to treat. 

The author takes this opportunity to observe, that 
having been long engaged in teaching English Gram- 
mar, in connexion with the grammars of other lan- 
guages, he became satisfied, several years ago, that 
the mode of teaching was most unnatural, and conse- 
quently, to the learner, dry and uninteresting, if not 
entirely useless. With these opinions, the author ban- 
ished from his school the study of English Grammar, 
as learned from books, and commenced a course of 
oral and familiar lectures, always making it the indis- 
pensable duty of the scholars to compose several sen- 
tences on their slates, applying and illustrating the 
principles advanced in each lecture. This system 
having proved useful and agreeable to scholars, and 
highly satisfactory to parents, the author was urged to 
give it publication. 

In compliance with this request, combined with a 
sincere desire to facilitate the progress of the youth of 
his country in the important study of their native lan- 
guage, the author now submits this work, the result of 
nearly twenty years experience, to the candor of an 
enlightened public, to be by them received or rejected* 
as they may deem proper. 

THE AUTHOR. 



GRAMMAH. 



lesson r. 

MENTAL, EXERCISES. 

Questioner. If you wished to speak correctly would you say, 
'James am,' or ' James is, a good boy V 

Answer. 

Q. Would you say, ' You am happy,' or 'you are happy V 
' These book/ or c these books V ' A apple,' or ' an apple V 

Q. Would you say, ' Maria am an industrious girl,' or ' Ma- 
ria is an industrious girl 1 ' ' She work well,' or 'she worki 
well]' 

Q. Would you say that ' Rufus learn well,' or that ' Rufui 
learns wen"?' 'Birds sing,' or 'birds sings] 5 'James WTite 
well yesterday,' or ' James wrote well yesterday V ' He writes 
well now,' or 'he wrote well now V 'Yesterday you go U 
school,' or 'yesterday you went to school]' 

Q. Would you say ' One boys,' or 'one boy]' 'He gate 
the book to we,' or ' he gave the book to us ]' ' The bird wh» 
flew,' or ' the bird which flew V ' They is happy,' or ' they are 
happy]' 

Q. I now see that you know something about language, b«t 
do you not think that you sometimes speak incorrectly 1 
2 



14 INTELLECTUAL AND 

Q. You need not however feel discouraged from undertaking 
this subject, but on the contrary do you not feelpleased with 
the idea of examining the different forms of expression used 
by the best writers and speakers] Besides, this will enable 
you at all times to speak correctly, shall you not like this al- 
so] Well then let us proceed. 

Q. When you prevail on your father to give you his knife, 
and a pine shingle from which you wish to make four little 
wheels, two sticks made round at the ends on which to put 
the wheels, a little box to place on these sticks, and a tongue 
to draw the whole along, what name would you give the thing 
which all these parts put together would make ] 

Q, Do all things have names or not] 

Q. Well now, since all things have names, we shall want 
some general name for all this class of words, and as the word 
Noun means name, would you not then call the names of all 
things Nouns ] 

Q. Wagon is the name of something, is it not] What then 
may it be called 1 

Q. What may the knife with which you made the little 
wagon be called, and why ] 

Q. Do all things Which you can see, hear, taste, smell, or 
feel, have names, or do they not] 

Q. By what genera] name then, may every thing which you 
can see, hear, taste, smell, or feel, be called] 

Q, Nov/ you can see the bench on which you sit, and the 
book which I hold in my hand, by what general name then, 
may book, and bench be called ] 

Q. Do you call book and bench by the general name of 
nouns because they are, or are not the names of things] 

Q. We have learned that the name of every thing that we 
can see, taste, &c. is a noun, now cast your eyes over the 
school room and say if you can discover any thing that is not a 
noun 1 

Q. If all the things which are in the room are nouns, wil 1 
you mention, say six, that are nouns ] 



PRACTICAL GRAMMAR. 15 

Q. Your father lives perhaps in a large house ; now is there 
any thing from the garret to the cellar that is not a noun ! 

Q. How many things, the names of which are nouns, do 
you suppose you have on and about you ! Let me hear you 
reckon them up, commencing with your shoes, stockings, but- 
tons, &c. 

Q. There are in our language as many as seventy thousand 
words, many of these we have already seen may be properly 
called nouns, other words, we shall find by and by, may be 
called by some other general names ; now will it not be con- 
venient, sometimes, to have one common term for these differ- 
ent sorts or divisions of words ! 

Q. Since speech means the power of using words or lan- 
guage, and part means division, would or would not, Parts 
of Speech, then, be a convenient term or name, for these 
grand divisions of words ! 

Q. From the explanations which I have now given, can you 
tell me why these divisions, classes, or sorts of words, are call- 
ed Parts of Speech ! 

Q. When, then, I ask you, what Part of Speech bench is, 
for instance, what do you understand me to mean, the same as 
to ask you whether bench is a noun or not] 

Q. You told me that the name of every thing which you 
can see is a noun ; now you can see a horse, what Part of 
Speech, then, is horse ! Why ! 

Q. What Part of Speech is man! Why! Is woodpile! 
Why! 

Q. Are there not many things in this world! There are 
very many things even in Boston, if we reckon all that is in 
every shop, house, &c. now Boston is but a little part of the 
world, is it! 

Q. Since then there are so many things in the world, as 
grass, corn, trees, &c. which you have seen in walking about 
the fields, and elsewhere, you will not think hard of me if I ask 
you to mention a few nouns, say ten, as many as you have fin- 
gers and thumbs ! 



I 



I 

■ 



16 INTELLECTUAL AND 

Q. Can you tell me what Part of Speech each finger of your 



hand is, and why 1 



Q. Did you not tell me that every name is a noun 1 Is the 
name John a noun 1 

Q. Boston is the name of a place/ is Boston a noun 1 If 
not apple the name of something 1 Is apple a noun 1 

Q. Do we not learn from these facts that nouns are the 
names not only of what are commonly called things, but also 
of persons and places 1 

Q. You are now prepared for me to give you a full idea of 
the word noun. A noun is the name of any person, place, or 
thing. Lest you should forget what I have just now told you, 
will you tell what a noun is 1 

Q. Now since a noun, as you say, is the name of any per- 
§on, place, or thing, will you inform me what Part of Speech 
Thomas is, and why 1 

Q. What Part of Speech is New-York, and why 1 

Q. What Part of Speech is Baltimore, and why 1 Is Hart- 
ford, and why 1 Is Rufus, and why 1 Is William, and why 1 
Is Salem, and why 1 

Q. It seems, then, that there are three classes of nouns, 
namely, the names of persons, places, and things ; will you 
mention three examples of each 1 

Q. I will now give you a few sentences, and will you tell 
me which the nouns are, and how many there are, in each 
sentence, as I read them to you 1 

c James and William are in a boat.' 
'The duck and the goose are in the water.' 
c Boston is a place of curiosities.' 
c Slate, pencil, paper, ink and quills, are things for 
the use of scholars.' 






PRACTICAL GRAMMAR, 17 

LESSOR II. 

MENTAL, EXERCISES. 

Q. Wlien I ask you, c What is the number of your fingers,'" 
do you understand me to ask ' How many fingers you have V 
Q. Very true, number does mean how many ; well, now, 
suppose I should say to you, c Give me a book, 5 should I mean 
one book, or more than one 1 

Q. Well, then, since the word singular means but one, 
would you, when speaking of the name of one thing, choose to 
have no word to express it, or should you prefer to call the 
name of one thing the singular number 1 

Q. When I say to you, c Give me some books,' I evidently 
mean more books than one, do I not 1 Perhaps you already 
know that the word plural, means more than one, what num- 
ber then shall we call the names of more things than one ? 

Q. Plural number expresses this idea very well ; will you 
now inform me how many numbers there are in all, and what 
they are called ? 

Q. Wlien I speak the word c cart,' do I mean one cart or 
more than one ? When I say c carts, 5 do I mean one or more 
than one ? Is carts then of the singular or plural number ? 

Q. Of what number is boy, and why ? Is boys, and why? 
Is dollars, and why? Is carts, and why? Is inkstands, and 
why? Is pins, and why? 

Q. Will you name a noun of the singular number? One of 
the plural number? 

Q. Can you point out the nouns, and their different num- 
bers, in the following sentences 1 

* Rufus has a knife. 5 f Three trees in a meadow. 5 
c James has but one apple.' f Three farms in a village. 5 

Thirty peaches for one orange. 5 c Three villages in the town.' 

* Three boys on a tree.' * Thirty towns in the State,' 

2* 






18 INTELLECTUAL AND 

Q. John has ten buttons on his clothes, Rufus ten pins on 
his sleeve, and William ten peanuts in his pockets, how many 
nouns will all these things make ! 

Q. Harry has a little box, and in it he has three whistles, 
four walnuts, seven pins, and three oranges, how many nouns 
will all these make] 

Q. What is the plural number of dove ! Of box! 

Q. Is not the plural number of dove and box formed by ad- 
ding s to dove and es to box! 

Q. Is then the singular and plural form of nouns alike ! 

Q. Is the plural generally formed by adding s, or es to the 
singular ! 



LESSON III. 

MENTAL EXERCISES. 

Q. You doubtless know that the word female, when applied 
to a school, as a female school, for instance, means a school 
for Misses, also that a male school means a school for Mas- 
ters ; now let us see if you have a clear idea of the words, 
male and female. Is girl a male or female! Is boy a male 
or female ! Is man a male or female ! 

Q. When we speak of the female sex, we evidently mean 
females ; and when we speak of the male sex we mean males ; 
now can you inform me whether uncle is of the male or the 
female sex! 

Q. Is sister of the male or female sex ! 
Q. Do you not know that gender or kind, means the same 
as sex! 

Q. Well, if gender means the same as sex, would you say 
of a boy, that he is of the male gender, or of the female gen- 
der ? Of a girl, that she is of the male or female gender ! 



PRACTICAL GRAMMAR. 19 

Q. True, boy is of the male and girl of the female gender ; 
but since masculine means male, and feminine, female, gram- 
marians have called the male gender the masculine gender, 
and the female gender, the feminine gender. Nov/ will you 
inform me what gender the names of males are, and what gen- 
der the names of females are 1 
Q. Of what gender is ox 1 Why 1 

Q. You are right, ox is of the masculine gender, because it 
is the name of a male. Now will you tell me of what gender 
cow is 1 Why 1 

Q. Feminine, because it is the name of a female is a cor- 
rect answer. We will now proceed to give you several nouns 
the genders of which I wish you to point out. 
Of what gender is man, and why 1 
Of what gender is woman, and why 1 
Of what gender is brother, and why 1 
Of what gender is father, and why ] 
Of what gender is mother, and why 1 
Of what gender is cow, and why 1 
Q. The word neuter means neither, as when I say, < James 
and John are fighting and Rums stands neuter,' do. I mean that 
Rufus is likewise fighting, or do I mean that he takes sides 
with neither 1 

Q. Very true, by neuter we mean neither one nor the oth- 
er. Now let us apply the word neuter to gender. Is the 
bench on which you sit, either masculine or feminine, or is it 
neither 1 

Q. Well, then, if bench is neither masculine nor feminine, 
would not this word, neuter, be a good name for it, as it 
means neither'? 

Q. Of what gender then would you say bench is 1 
Q. Of what gender is floor, and why ] 
Q. You are right in saying because it is neither male nor 
female. Now let us see if you can tell me of what gender 
book is, and why 1 



20 INTELLECTUAL AND 

Q. Of what gender is cart, and why] Is box, and why T 
Q. You have now been taught the masculine, feminine, and 
neuter genders ; will you repeat these different genders and 
tell me how many they make ] 

Q. I will now examine you a little on the different genders 
of nouns: can you tell me the gender of boy] Why] Of 
woman, and why ] Of girl, and why ] Of meadow, and 
why ] Of slate, and why I Of grandfather, and why ] 



LESSOR IV. 

MENTAL EXERCISES. 

Q. You must by this time have acquired tolerably correct 
ideas of gender and number. We will proceed next to the or- 
der in which persons and things are considered in discourse. 
Would it not be more natural for the person speaking as, C I re- 
quest you to sit still,' to be considered the first person, rath- 
er than the second or third ] 

Q. When I say to James, c Give me that book,' I evidently 
speak to James, so he is not the person who speaks, would 
you then call James the first or second person] 

Q. Right, James, when spoken to, is the second person, 
but suppose you and I were talking about James, and that we 
should say, c James is a good boy,' would you in this case call 
James the second or third person % 

Q. Now since the person speaking must always be I, as c I 
walk,' f I run,' ' I request you,' &c. and since lis not a noun, 
but a different part of speech, as we shall see by and by, you 
perhaps perceive the reason why nouns cannot, properly, be 
said to be of the first person, but let us see if you can recol- 
lect, from what was mentioned above, how many persons majr 
properly belong to nouns I 



l 



PRACTICAL GRAMMAR. 21 

Q. True, there are but two persons, second and third, and 
you must particularly notice that the person spoken to, is the 
second person, and the person or thing, spoken of or about, 
the third person. Let me give you a few examples. — 
When I say, f Joseph, study your book,' what person is Jo- 
seph, and why 1 

Q. When you and I are talking about Joseph, and say, 'Jo- 
seph might learn well, if he would only study,' what person is 
Joseph, and why 1 

Q. Will you tell me of what person the nouns are in tha 
following sentences T 

£ John, where are you going 1 ' 
{ John is an industrious boy.' 
1 William, please hand me that penciL' 
c The sunshines pleasantly.' 
c The lamp gives a clear light.' 
Q. Do you recollect why light is of the third person 1 
Q. You are right in saying because we were talking about it 
Well, now, let us see if you can recollect and inform me when 
nouns are of the third person, and when of the second] 

Q. We will now see if you have not forgotten gender and 
number while attending to person. Of what gender and num- 
ber is Thomas, and why ! Is Mary, and why 1 Is Providence, 
and why 1 

Q. Wdl you name the gender, number, and person, of eack 
noun in the following sentences, as I read them to you!. 
f Sarah, why do you not attend to your work 1 ' 
f While the girls are playing the boys are studying.' 
1 Harry, why do you not perform your task!' 
'James, remember that time is money.' 



t 



^2 INTELLECTUAL AND 1 

LESSOR V. 

MENTAL EXERCISES, 

Q. The word common, you very well know, means gener- 
al. Now we will suppose that in your class there are twelve 
boys, may not each one of the class be called by the name of 
boy 1 

Q. Would you say then that boy is 3 common noun, that 
is, a name common to each one in the class, or that boy is a 
particular name of only one of the class 1 

Q. You are right, boy is a common noun, because it is a 
general name. For the same reason girl is a common noun, 
also man, and so on. But, if in the class of boys mentioned 
above, we single out one boy, whose name is John, you must 
perceive a manifest impropriety in calling John a common 
noun, it being the name of one person only. Proper means 
fit or particular, would you then call John, it being a particu- 
lar name, a common or a proper noun] 

Q. Right, John is a proper noun, because it is a particular 
name. Can you tell whether William is a common, or proper 
noun 1 

Q. Is Rufus a proper or common noun 1 

Q. You must be particular to remember that a noun is cal- 
led common, when it is a general name, and proper when it is 
a particular name. Now let me hear you repeat this distinc- 
tion, and inform me when a noun is called common, and when 
proper 1 

Q. Is dog, a common or proper noun ? Why ? Is Lion, 
when the name of a particular dog, a common or proper noun? 

Q. Boston you know is the name of a particular city, would 
you call it a common or proper noun ? 

Q. You know that there are a vast many cities in the 



PRACTICAL GRAMMAR. 23 

world, do you then think that city is a common or proper 
noun ? 

Q. Will you point out the proper and common nouns in the 
following words. James, New- York, sleep, dog, man, Wil- 
liam, London, Hartford, bench, chair, Mississippi. 

Q. Let me now see if you have not forgotten how to dis- 
tinguish the gender, number, and person of nouns, while your 
attention has been called to proper and common nouns. 
' William learns his lesson.' 

Q. Which are the nouns in the sentence, and why ? 

Q. Of what person are they, and why ? 

Q. Of what gender are they, and why ? 

Q. Of what number is each, and why ? 

Q. Are they proper or common, and why? 

c Charles keeps two birds in a cage.' 

Q. Hoy; many nouns are there in this sentence? 

Q,. Which are common and which proper, and why ? 

Q. Of what gender is each, and why? 

Q. Of what person and number is each, and why? 
c The boy plays la school.' 

Q. How many nouns are there in this sentence? 

Q. Are they proper or common? 

Q. What is the gender, number and person? 

'Many men of many minds, many birds of many kinds, 

Many fishes in the sea, many men that do decree.' 

Q. How many nouns are there in this sentence? 

Q. Are they proper or common? 

Q,. Of what gender, number, and person, is each? 

Q. Will you mention a noun which is of the masculine gen- 
der, third person, and singular number? 

Q. Will you mention one which is of the neuter gender, 
third person, and plural number? 

Q. Will you mention a proper noun, of the third person, 
and singular number ? 



$4 INTELLECTUAL AND 



LESSON VI. 

1 II 
•; 

MENTAL EXERCISES. 

ii' ^ 

I Q . ' William struck Thomas.' Is it William or Thorns 

" ' J| ' 

who performs the act of striking ? Is it not William ? Then he 

is the actor or doer. ' Thomas struck William. 5 Is it Thom- 
as or William who is the actor or doer, now ? 

Q. 'Henry beat Thomas.' Which is the actor in this 
case ? 

f The lion seizes his prey.' 
Q. Which is the agent or actor in this sentence ? 
What is the lion after, or in other words, what is his object ? 
Hence you see that in this sentence there is both an actor and 
an object; let me see if you can tell me again which they are ? 
Q. ( A dog killed a cat.' Which is the agent, and which 
the object ? 

Q. A cat killed a dog.' Which is the agent, and which if 
the object now? 

Q. By the last example we see that an agent may become 
an object, and an object, an agent. Hence we learn that the 
state or condition of the same noun, may be altered very ma- 
terially. Now since case means condition, state, &c. would 
you think it best to have no general name for these different 
states or conditions, or would you call them by the general 
name of case ? 

Q. Now lest you should forget what I have just explained 
to you, will you repeat to me the meaning of case, and why it 
is so called ? 

Q. c James eats apples.' Which is the actor and which 
the object ? 

Q. True, James is the agent and apples the object; and 
these terms are good enough for all purposes ; but since nom- 
inative means naming, and as the agent or actor is considered 



PRACTICAL GRAMMAR. 25 

the leading or naming noun, grammarians have called all 
nouns that are agents, the nominative case. Will you now 
repeat the meaning of nominative, when it is applied to nouns, 
and why it is so called 1 

Q. We have seen that there are nouns in sentences which 
may properly be considered objects, and as the word objective 
is derived from object, and means belonging to the object, 
would you then make no distinction between the nominative 
case and the object, or would you call that noun which is the 
object, the objective case] 

Q. ' Rufus assists Harry.' Which is the nominative case 
or agent, and which the objective in this sentence 1 

Q. Do you recollect what gender, number, and person, 
Rufus and Thomas are 1 

Q. Are they proper or common nouns ? 
Q. ' John's slate.' Is there any agent or object, that is, is 
there any nominative or objective case in this sentence as it 
now stands 1 

Q. Very true, there is none. Let us however examine the 
state or condition of the noun, John's. Who is the owner or 
possessor of the slate 1 

Q. Now since the phrase, c John's slate,' denotes posses- 
sion, joined with case, thus, possessive case, what would be a 
good name for all those nouns that denote possession, owner- 
ship or property 1 

Q. If you can recollect what I have just now told you, can 
you not always tell when a noun is in the possessive case, 
and give a reason for it 1 

Q. 'Johnson's Dictionary.' Is Johnson's in the nomina- 
tive, possessive, or objective case 1 Why 1 

Q. What number, person, and gender, are Johnson's and 
Dictionary 1 

Q. Are they proper or common nouns ? 
Q. John's slate means the same as the slate of John, now 
will you tell me what other form of expression means the same 
as Johnson's Dictionary ? 
3 



26 INTELLECTUAL AND 

Q,. The Dictionary of Johnson, it is true means the same. 
In the expression ' Johnson's Dictionary,' do you notice the s 
with a comma before it ? This comma is called an apostrophe, 
and the s, an apostrophic s. This s, with the apostrophe, is 
put at the end of these nouns to denote the possessive ease, 
thus, 'William'sf knife.' Now let me hear you repeat what is 
put at the end of nouns to denote the possessive case. 

Q. c On eagles' wings.' ' Charles' slate.' < For righteous- 
ness' sake.' What other forms of expression may mean the 
same as these? We find eagles', Charles', and righteousness,' 
to be in the possessive case, here we have no apostrophic s, 
but simply an apostrophe or comma added. Do nouns then 
that end in es, and ss, as these do, form the possessive case by 
adding the apostrophic s, or by simply adding the apostrophe 
without the s 1 

Q.What gender, number, and person, is each noun in the 
last three examples ? 

Q. Are they proper or common, and why ? 
Q,. f For conscience' sake.' This, you know, means the 
same as for the sake of conscience. Conscience in the exam- 
ple has the apostrophe merely without the s, for if we should 
add an s, thus, for conscience's sake, would it sound as well ? 
Q. Hence, in nouns ending in nce, is the possessive case 
formed by adding the apostrophic s, or by an apostrophe with- 
out the s ? 

Q. ' William's book.' Who owns or possesses the book ? 
Q,. In what case then, is William's ? Of what gender, and 
why ? In what number, and why 1 In what person^ and 
why ? 

Q,. ' William catches his horse.' c William's horse.' ' The 
horse bites William.' In these sentences, there are three dif- 
ferent cases. In the first example who catches the horse 1 

Q. What word then denotes the actor or agent ? In what 
case is the actor or agent? 



PRACTICAL GRAMMAR. 27 

Q,. Does the second phrase mean the same as to say, f The 
iOrse of William? Who then owns or possesses the horse 1 

Q. In what case then is William's ? 

Q. In the last example, the horse bites — bites what or 
whom ? 

Q,. What then is the object of biting? 

Q. In what case then is this object? 

Q. From the preceding illustrations, in how manv cases do 
nouns appear to be ? Will you name them? 
Q,. Nominative 3o\m } (catch- Q. In how many cases is John 
es a horse.) used in these three sentences I 

Possessive John's (horse) Q,. Will you repeat each case 

Objective (The horse commencing thus 1 

bites) John. Nominative John, &c. 

Q. When I call upon you to name these different cases of 
the nouns it may be well to have a name for this exercise. — 
Now the word, decline, sometimes means to change the end- 
ings of a word, which is giving its different cases, as for in- 
stance, the different cases of John, as above. WTien then I 
ask you to decline a noun, do you not understand me to mean, 
that you should give the different endings or cases of the noun 1 

Q. Will you decline the word John again ? 

Q. Will you decline Mary 1 
Nominative Case Mary. 
Possessive Case Mary's. 
Objective Case Mary. 

Q. Will you decline boy, in the singular and plural num- 
bers 1 

Singular. Plural. 

Nominative Case Boy. Nominative Case Boys. 

Possessive Case Boy's. Possessive Case Boys'. 

Objective Case Boy. Objective Case Boys. 

Q. Will you decline man! 

Sin. Plu. 

Nominative Case Man. — - — Mem 



28 INTELLECTUAL ANI> 

Possessive Case Man's. Men's 

Objective Case Man. Men. 

Q. 'Rufus's coat.' What part of speech is coat, that is, is 
it or is it not, a noun ! Does Rufus possess any thing ! 

Q. What does Rufus possess ! In what case then, is Ru- 
fus] 

Q. Do you not observe that coat follows Rufus's! 

Q. Di(J you, or did you not notice, in the preceding exam- 
ples that another noun always followed the possessive case ! 

Q. Does then or does not the fact of a noun's being in the 
possessive case, depend on another noun's following it ! 

Q. Well then, if the possessive case depends on the noun 
after it, can we or can we not say, with propriety, that this case 
is governed by the next following noun, it being the name of 
the thing possessed ? 

Q. It may be well to recollect these facts, they are indeed 
of importance enough to make a rule, which I wish you to 
learn and repeat. 

RULE I. 

The posssessive case is governed by the next noun after it, 
that is, by the name of the thing possessed. 

Q. 'William's house.' What does William possess 1 By 
what then is William's governed ! 

Q. What is the rule for William's being governed by the 
next noun ? 

Q. c Mason's store.' What does Mason possess 1 Inwhat 
case then is Mason's, and by what is it governed! What is 
the rule ! 

Q. c My brother's son.' Whose son! In what case then is 
brother's, and why ! Is it a proper or common noun, and 
why! 

Q. ' Peter's cap.' Here are two nouns, what is the gender 
of each, and why ! The number, and why ! Xhe person, and 






PRACTICAL GRAMMAR. 



29 



whyl Which is proper and which is common, and why! 
Whose cap is it! In what case, then is Peter's! By what 
word is it governed, and by what rule ! 

Q. c William's knife.' Does this mean the same as to say, 
'The knife of William V 

Q. What other form of expression means the same as c Har- 
riet's bonnet!' 



•*^*©^9®* 



LESSON VII. 

QUESTIONS ON THE NOUN. 



Q. Which is the correct 
form of expression, C I are,' or 
'lam!' 

Q. Do you ever speak in- 
correctly ! 

Q. Is this subject of lan- 
guage a pleasing subject, and 
why] 

Q. Do all things have 
names ! 

Q. What is the meaning of 
the word noun ! 

Q. What is the meaning of 
noun as applied to words ? 

Q. Will you give an exam- 
ple of a noun ! 

Q. What is the meaning of 
speech ! 

Q. What does part signi- 
fy! 

3* 



Q. When I ask you, c What 
part of speech man is,' what 
do I mean ! 

Q. What part of speech is 
William ! 

Q. What part of speech is 
Boston! 

Q. What part of speech is 
bench ! Why ! 

Q. Are the names of things 
the only words that are nouns ! 

Q. What then is a more ac- 
curate definition of a noun ! 

Q. What does the singular 
number mean ! 

Q. What does the plural 
mean! 

Q. How many numbers do 
nouns have ! 

Q. Will you give an exam- 



30 



inteleectiv t a-:l and 



pie of. the singular number! 
Q. Will you give an exam- 
ple of the plural number ! 

Q. How is the plural num- 
ber of nouns generally form- 
ed ? 

Q. What does the word 
gender mean ! 

Q. What does masculine 
mean! 

Q. Will you give an exam- 
ple! 

Q. What does feminine 
.mean ! 

Q. Will you give an exam- 
ple ! 

Q. What does neuter gen- 
der mean ! 

Q,. Will you give an exam- 
ple! 

Q. Kow many genders are 
there! 

Q,. When is a noun of the 
iecond person ! Give an ex- 
ample. 

Q. When is a noun of the 
third person ! Give an exam- 
ple! 

Q. Why are there not 
*ouns of the first person ! 

Q, How many persons have 
mouns ! 

Q. What is the meaning of 
the word common ! 

Q. What is a common 
noun! 



Q. What is a proper noun!' 
Q. Will you give an exam- 
ple of a common and also of a 
proper noun ! 

Q. What is the meaning of 
the word case ! 

Q. What is the meaning of 
the word nominative ! 

Q. What does nominative 
case mean as applied to nouns 1 
Q. Will you give an exam- 
ple ! 

Q. What does possessive 
case mean ! 

Q. Will you give an exam- 
ple? 

Q. What does objective 
case mean ? 

Q. Why are nouns said to 
be in the objective case, or 
why do they have this name T' 
Q. How many cases of 
nouns do there appear to be ! 
Q. How do nouns form 
their possessive case, general- 
lyl 

Q. What nouns form this 
case by simply addingthe apos- 
trophe without the s ! 

Q. When nouns end in 
nce; how do they form the 
possessive case, and why do 
they so form it ! 

Q. Are the endings of the 
nominative and possessive 
cases alike ! 



PRACTICAL GRAMMAR. 31 

Q. How many different things or properties have been 
na ned to you, which belong to nouns 1 



"•**©^5™*^*" 



EXERCISES FOR THE SLATE OR PAPER. 

Q. Now I wish to ascertain whether you can write correct- 
ly, for it will do you no good comparatively to be able to tell a 
noun, and all its properties, when you see one, unless you can 
apply that knowledge to practice by writing and speaking cor- 
rectly. 

I will therefore give you some exercises in writing. Write 
down on your slate six nouns which shall be names of persons. 
Six, which are the names of places. Six, the names of ani- 
mals. Six, the names of trees. Six, the names of riv- 
ers. Six, the names of different kinds of clothing. Six, 
the titles of different books. Six, the names of birds. 
Six, the names of things used in school. Six, the names of 
things used in a blacksmith's shop. Six, the names of things 
used in the kitchen. Six, the names of things used in the par- 
lor. Six, the names of things used at the dinner table. Six, 
the names of things used on board a vessel. Six, the 
names of animals that eat grass. Six, the names of animals 
that walk on two feet. Six, the names of animals that eat 
flesh. Six, the names of animals which climb trees. Six, the 
names of animals that dig holes in the ground. Six, the names 
of good qualities such as honesty, &c. Six nouns, each in the 
plural number. Six, in the singular. Two, of the third per- 
son. Two, of the second person. Six of the masculine gen- 
der. Six, of the feminine gender. Six, of the neuter gender, 
and of the plural number. Write down six short sentences, 
each having an agent or nominative case. Six, each having an 
object or objective case. Six, each having a noun in the pos- 
sessive case. 



32 INTELLECTUAL AND 

Write down six common and six proper nouns. Write 
three proper names of persons, in the possessive case, joined 
with book. Write the whole of your own name in the posses- 
sive case, in like manner, joined with book. Write another 
form of expression having the same meaning as the last sen- 
tence. 

Will you write in the possessive case the name of the owner 
in the following phrase — ' The ball of Thomas.' Change this 
also into the possessive case, c The hats of the boys. 5 Also 
these, ' The slate of Peter. 5 \ For the sake of conscience. 5 



LESSON VIII. 

MENTAL EXERCISES, 

Q. When I say to you, c Give me a book, 5 as soon as possi- 
ble, do I mean any particular book ? 

Q. Do I not mean any book you please ? 

Q. Is not a, the little word that shows this ? 

Q. When I say, c Give me the book, that I lent you, 5 do I 
mean any book, or do I mean some particular book ? 

Q. If you notice the words a, and the, in these examples, 
you will find that they limit the signification of the noun, that 
is, they tell what book is meant, and are called articles. Now 
will you repeat to me what a, and the, are called, and for what 
purpose they are used ? 

Q. ' Give me the book. 5 In this sentence you say a partic- 
ular book is meant ; now since definite means particular, would 
not Definite Article be a good name for this word ? 

Q. 'Give me a book. 5 This phrase, we know, means no 
particular book, and since a, placed before many words means 
not, (as incorrect means not correct,) would you then call the 
word a, before book, a Definite, or an Indefinite Article ? 



PRACTICAL GRAMMAR. 33 

Q. Can you now inform me what a, and the, are called, and 
why they are so called ? 

Q. In conversation would you say, ' A apple,' or ' an ap- 
ple ?' ' An eagle,' or ' a eagle ?' ' A Irishman,' or ' an Irish- 
man ?' f An ounce,' or ' a ounce ?' i A uncle,' or ' an uncle ?' 
Q. Before each of these five letters a, e, i, o, u, you will 
then use an, instead of a; these five letters you probably know 
are called vowels. 

Q. Letters are then divided into vowels and consonants. 
Now since you know the vowels, you can of course tell the 
consonants ; will you then name tome all the vowels and con- 
sonants, in the Alphabet? 

Q. A, is the same article as an, with this difference only in 
the use. The latter is used before words beginning with a 
vowel, because it is more easy to pronounce, the former,before 
words beginning with consonants. Now will you repeat to 
me when we use a, and when we use an 1 Why ? 

Q. Do we say ' A hour,' or 'an hour?' c A honor,' or f an 
honor ?' 

Q. When then, words begin with a silent h, as the h, in hon- 
or, (by which is meant that the h is not sounded in pronounc- 
ing, honor being pronounced as if written onor,) do we use a, 
or an ? 

Q. f An heroic action.' This we know sounds a little bet- 
ter than c A heroic action ;' but is theh silent? 

Q. Well then, this is an exception to the rule that we must 
use a, before h, when it is not silent. Let us examine the 
example. Is, or is not, the accent on the second syllable, in 
heroic 1 

Q. 'An historical account.' This is also correct, and is 
the accent on tor, the second syllable in historical ! 

Q. Well then, when words begin with h, not silent, and the 
accent is on the second syllable, do we use a, or an 1 

Q. 'A homely man.' Here the accent is not on the sec- 
ond syllable, and the h is sounded; would you use a, or an in 
all such cases t 



A INTELLECTUAL AND 

Q. ' A union. 5 { A university. 5 c An uncle.' Do you, or 
do you not, observe that in these first two examples, the u, in 
union and university, is long, while in uncle, it is short ! 

Q. Would you then use a, or an, before words beginning 
with u long ! 

Q. In words beginning with u, short, which would you use! 

Q. Well then, would you say, f A unit,' or ' an unit! 5 ' An 
ulcer, 5 or c a ulcer 1 ? 5 l A useful thing, 5 or ' an useful thing V 

Q. ' Many a one. 5 This is the usual mode of speaking, but 
does not one, begin with a vowel ! 

Q. Then this is another exception, is it notl Let us exam- 
ine it, however, and see if it is an exception in fact. Does 
not, 'many a one, 5 sound as if written many a wun! Wun, 
you perceive, begins with the consonant w; ought we, or 
ought we not, for this reason, to use a ! 

Q. Would you then say ' Such a one, 5 or ( such an one! 5 

Q. Do we say c A slate 5 or ' a slates V ' An oranges 5 or ' an 
orange ! 5 

Q. Does a, or an, in these last sentences come before a 
singular or plural noun ! 

Q. It is important to recollect this fact ; we will therefore 
state it in the form of a rule, will you repeat 

RULE II. 

The indefinite Article, A or an, belongs to nouns in the sin- 
gular number only. 

Q. ' A man. 5 Is a, an indefinite, or definite article! Does 
it some before the noun man! Is man of the singular number! 
% I What then is the rule for a ! 

Q. 'An apricot. 5 Is an, a definite or indefinite article, 
and why ! 

Q. Wliat is the rule for an ! Is apricot a noun, and why ? 
Is it common or proper, and why ? What is its gender, and 
why ? Its number, and why I Its person, and why? 

Q. Do we say ' The boy, and the boys?' W^ell then, does- 

!. I 



PRACTICAL GRAMMAR. 35 

the definite article the, come before, or belong to nouns, both 
of the singular and plural numbers ! 

Q. It may be well to remember this fact also. I will there- 
fore gtate it to you expressed in full. Will you repeat 

RULE III. 

The definite article the, belongs to nouns, either of the 
singular or plural number. 

Q,. ' The men run.' What kind of an article is the, and 
why ? What does it come before ? What then is the rule for 
the definite article, the ? 

Q. What part of speech is men ? Is it a proper or com- 
mon noun? What is its person, and why] Its number, and 
why] Its gender, and why? Do men do any thing ? Is men 
then the agent or the object? In other words, is men in the 
nominative or objective case? 

Q. 'A cat catches mice in the garret.' How many arti- 
cles are there here ? 

Q. Which is definite, and which indefinite] To what noun 
does each belong, and what axe the rules for botli i There 
are then nouns in the sentence, which are they ? 

Q. Are they proper or common, and why ? What is the 
person of each, and why ? The number, and why ? 

Q. To speak correctly, would you say, ' A boys,' or i a 
boy,' and why ? Would you say 'a ounce,' or f an ounce,' and 
why ? 'A university,' or 'an university,' and why ] ' A hon- 
or,' or c an honor,' and why] ' An pen,' or c a pen,' and why] 
4 An inkstand,' or ' a inkstand,' and why ? 'Aox lows,' or 
'an ox lows,' and why ? 

Q. ' A wise son.' Is son a noun] To what then does a, 
belong ] 

Q. * The man walks.' To what does the, belong] What 
is the rule ] 

' A ball.' Q. How many articles are there in those 

'The inkstand,' sentences on the left, and why? 



36 



INTELLECTUAL AND 



c An orange.' Q,. Which are definite, and which Indefin- 

1 A writ.' ite, and why] 

g The writs.' .- Q. To what does each belong ] 

1 The misers.' Q. What is the rule for each ] 

c An historical Q. How many nouns are there ? 

Society.' Q. Are they proper or common, and why ] 

Q. What is the person of each, and why ? 
The number, and why ? The gender, and why ? 



♦ s® e » «» 



LESSON IX. 

QUESTIONS OX THE ARTICLE. 



Q. What is an article ] 

Q. What is the meaning of 
the word definite 1 

Q. What is a definite arti- 
cle] 

Q. What is the meaning of 
the word indefinite ] 

Q. What is an indefinite 
article? 

Q. How many articles are 
there ? 

Q. What are they] 



Q. When do we use a? 

Q. When do we use an? 

Q. Is an, the same article 
as a? 

Q. When do we use a, be* 
fore vowels? 

Q. When do we us ean, be- 
fore a consonant] 

Q. What is the rule for the 
definite article? 

Q. What is the rule for the 
indefinite article? 



EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you write down the definite article with a singular 
noun? With a masculine noun? With a feminine noun? 
With a neuter noun? With five masculine nouns each be- 
ginning with a different vowel? With five feminine nouns 
beginning in like manner with the masculine ? 

Q. Will you write down a sentence in which there shall be 



PRACTICAL GRAMMAR. 37 

at least two articles and two nouns ? A sentence in which 
there shall be at least three articles, and at least two nouns, 
in the plural? 

Note. Those pupils who have not attended to the study of 
arithmetic may omit the two following examples. 

James says, that he is the owner of five hundred and fifty 
things, the names of which are nouns ; says John, 'you must be 
mistaken; let me hear you name them.' ' Well, 5 says James, 
C I have forty cents in a purse, thirty apples in a basket, two 
hundred and twenty nine walnuts in my chest, and two hun- 
dred and fifty six pins in my box.' Does James speak the 
truth or not! 

Harry told Thomas that f he had seen in one single store, 
one thousand things, the names of which were nouns.' Says 
Thomas, ' this cannot be true. What! one thousand nouns! 
This surely is a mistake, Harry.' 'No,' said Harry, f I am 
right, and if you will take the trouble to reckon them, as I 
name them, I will convince you.' ' Very good,' says Thom- 
as, 'proceed.' 'Well,' says Harry, ' I have seen twenty ?i\e 
pieces of cloth, fourteen pair of shoes, forty pieces of calico, 
twenty seven umbrellas, forty two cravats, seventy five fans 
seventeen whips, and perhaps ten thousand knives and pins.' 
'Enough,' says Thomas, 'I did not think that every little 
thing is a noun.' Now the question is, how many nouns will 
all these things, which Harry enumerated, make when added 
together? 



LESSON X. 

MENTAL EXERCISES, 

Q. If I had a horse, which I desired to sell you, would it 
not be very natural that you should wish to have him describ- 
ed before you purchased 1 
4 



38 INTELLECTUAL AND 

Q. If I were to describe him and wished to reccommend 
him, should I not probably say, that c he is gentle, kind, young, 
and handsome]' 

Q. Are not the words f gentle, kind, &c. the words that de- 
scribe the horse ] 

Q,. Cannot you describe something which you have seen, a 
dog, for instance 1 

Q. Do you not notice that the describing words are joined 
to the thing that is described ] 

Q. Now since the word adjective, derived from the Latin 
word adjectum, signifies adjoined, that is, joined to, would it 
not be a convenient name to give to those words which are 
joined to nouns for the purpose of describing them ] 

Q. What part of speech then would you call good, wise, 
and industrious, in this sentence : c James is a good, wise, and 
industrious boy ? J 

Q,. Can we not say of a mountain that it is a c steep and lof- 
ty mountain ] ' Is mountain the describing word, or are steep 
and lofty the describing words ? 

Q. Which then are the adjectives in the sentence ? 
Q. Can you not describe this school room] Is it high or 
low in the walls ? Dirty or clean 1 Convenient or inconven- 
ient'! 

Q. Which are the describing words that you have used in 
describing the school room ] 

Q,. Will you describe the bench on which you sit] This 
inkstand ? Paper 1 Book] Pencil] 

Q. Can we not say, c a good cow, 5 e a good man,' c a good 
garden,' c a good house,' f a good tree,' &c. ? 

Q. Is the same adjective then confined to one noun, or will 
it describe several? 

Q. Will you give an example of an adjective that will de- 
scribe several nouns? 

Q. Can we not say, c a wise man,' f a good man/ c a happy 
man,' c an intelligent man!' 



PRACTICAL GRAMMAR. 39 

Q. Must then every noun be confined to one adjective, or 
may it be described by several? 

Q. We have seen that an adjective is so called because it 
is joined with a noun to describe it, what then may all words 
that are joined with nouns be called 1 

Q. Will you give me an example of any adjective joined 
with a noun? Will you give me another? Another? One 
morel 

Q,. c A wise man.' WTiat part of speech is a? Is wise 1 Is 
man ? 

Q. c A wise son makes a glad father.' How many adjec- 
tives are there in this sentence 1 Why are they adjectives'? Is 
it not because they describe the nouns after them ? 

Q. How many articles are there in the same sentence! 
How many nouns 1 

Q. When I say to you, c James is a good boy, but Rufus is 
a better one,' do I not compare Rufus with James 1 

Q. Now since degree, means the condition of a thing, which 
may be altered in many respects, and as you say I made a 
comparison by saying Rufus was a better boy than James* 
would it not be proper to say that better is in the comparative 
degree ? 

Q. If then I should ask you what degree of comparison bet- 
ter, wiser, happier, and such words are, what would you say] 

Q. If I should ask you why better is in the comparative 
degree, would you not say, because it implies a comparison be- 
tween two things or persons ? 

Q. Now will you tell me in what degree of comparison bet- 
ter, safer, and wiser are, and why ? 

Q. c William is a tall boy of his age, but Thomas is a taller 
one.' What degree of comparison is taller, and why 1 

Q. If I say, c This is a good apple,' without comparing it 
with any other apple, can I reasonably call good, the compara- 
tive decree ?• 



40 INTELLECTUAL A2TD 

1 1 
• 1 1 

Q. Do I mean any thing more than to assert that the ap- 
ple is good ? 

Q. Would it not be very proper then, when we speak thus 
positively, to say that the adjective which we make use of is in 
the positive degree ] 

Q. 6 This is a good peach.' Is good of the positive or com- 
parative degree 1 

Q. If I should ask you why, would it not be a satisfactory 
answer to say, that c it is because good simply gives an idea of 
that single peach, without comparing it with another ?' 

Q. Will you now state to me what degree of comparison 
wise is, and why ] Is safe, and why ] Is small, and why ] 






Q,. c James is a good scholar, Thomas is a better one, and 
Harry is the best scholar I ever saw. 5 In this sentence, is 
good the positive or comparative degree, and why ? Is better 
the positive or comparative, and why? In the phrase, c Harry 
is the best scholar,' do we not give Harry, for his scholar- 
ship, the highest possible praise ? 

Q. Do you not know that superlative means highest, or 
lowest, that is, the extreme! 

Q. Well then, would you call best the positive, compara- 
tive, or superlative degree] 

Q. If you were asked why, would you or would you not ? 
say, c because best, describes scholar in the highest degree 1 

Q. Will you tell me what degree of comparison best, wisest, 
and greatest, are, and why ? 

Q. c This is a poor apple, that is a poorer one, but the one in 
the basket is the poorest of all.' What parts of speech are 
poor, poorer, and poorest] Why are they adjectives ? 

Qv Of what degree of comparison is poor, and why ? 
Is poorer, and why] Is poorest, and why] 

Q. 'Tke great man, the greater man, the greatest man.' 
* Thisus a safe place, that is a safer place, but yonder is the 
safest place..' How many adjectives, are therein these, sen- 
tences V 



PRACTICAL GRAMMAR. 41 

Q. In what degree of comparison is each 1 
Q. Great and safe are words of how many syllables ] Is not 
greater formed from great, by adding er, and greatest from 
the same, by adding est ? 

Q. Is not safer formed from safe, by adding r, and safest, 
by adding st 1 

Q. How then do adjectives of one syllable commonly form 
the comparative degree ] 

Q. How do they form the superlative 1 
Q. True, they do form the comparative, by adding r or 
er, and the superlative, by adding st, or est, to the positive. 
Will you then in the same manner compare strong ? 

Q. Will you now compare keen? old? small] fresh] 
large ] red ] green ] light ? dark ? salt ? new ? young ] 
rich ? 

Q. Do we say, i This woman is beautifuler than that]' or, 
' This woman is more beautiful than that ] 

Q. Do we say, ' The beautifulest woman,' or, c The most 
beautiful woman]' 

Q. Do then, adjectives of more than one syllable form the 
comparative by adding er, and the superlative by adding est 
to the positive, or by prefixing the word more, to the positive 
to form the comparative, and the word most, to form the su- 
perlative ] 

Q. After the same manner will you compare numerous ? 
benevolent ] splendid ] faithful 1 irregular ? candid ] danger- 
ous ? grievous] hungry] knavish? plentiful] 

Q. Do we not say, ' Little money, less money, least mon- 
ey ] Is little, less, least, a regular comparison formed accord- 
ing to the foregoing rules, or is it irregular ] 

Q. Does the expression, ' He is the more wiser man, He 
is the most wisest man,' shew any thing more than, ' He is 
the wiser man, He is the wisest man ] 

Q. True, it does not. Besides, such forms of expression 
are not used by correct writers and speakers. How then 
4* 



42: INTELLECTUAL AND 

would you speakj instead of saying, ' He is more fairer V ' He 
is the most oldest man]' < She is the more prettier woman I 5 
'He is the most comeliest man]' ( Washington was the most 
noblest patriot]' c One star appears more brighter than ano- 
ther] 5 s A more sweeter pie I never ate ?.' 

Q. Would you say, c A more sweeter apple,' or c A sweeter 
apple' ] An older man,' or, c A more older man]' 

Q. Why is, s A wise man,' a more correct form of speak- 
ing than, c An wise man ] ' 

Q. Good, you know, is an adjective, as ' Good man.' But 
if we add ness to good, it makes goodness. Is it proper to 
say, c Goodness man ]' 

Q. Is goodness an adjective, then] 

Q. Is it not the name of some quality ? 

Q. Do you recollect what all names are called? 

Q,. What part of speech then is goodness ? : 

Q. Can you not in the same manner form a noun from the 
adjective bad? From ripe? cheerful] ingenious] peevish? 
calm] greedy] ill] sober] righteous? swift] spotless] 
tame? rash] smooth] slow] idle] 

Q. Do you not know that lawful, is an adjective ? Is it not 
formed from the noun law ?; 

Q. Will you form in like manner an adjective from the 
noun fear ] From hope ? 

Q,. The best way, perhaps, to find out whether you have 
formed your adjective correctly, is to join it to a noun; if it 
make sense, the word is rightly formed. Thus, from beauty, 
is formed beautiful, which makes sense before a noun; as, 
beautiful house. Can you now form an adjective from re- 
venge? From zeal] child] mercy] change] courage] care? 
health] wealth] worth] patriot] 

Q. I will now give you some sentences in which there are 
adjectives irregularly compared. You need only repeat the 
comparison, without the nouns. I will name the positive to 
you, then will you repeat the other degrees ? 



PRACTICAL GRAMMAR. 43 

Positive. Comparative. Superlative. 

Good man, Better man, Best man. 

Little money, Less money, Least money. 

Many persons, More persons, Most persons. 

Late inquiry, Later inquiry, Latest inquiry. 

Old man, Older man, Oldest man. 

Much evil, More evil, Most evil. 

Q. From the preceding remarks, how many degrees of com- 
parison do there appear to bel 

Q. Why are they called degrees 1 Will you name them ! 

Q. Adjectives, you say, describe nouns, ought they, or 
ought they not, to belong to those nouns which they de- 
scribe ! 

Q. This fact should be remembered. I will therefore state 
it to you distinctly, so that you may refer to it at any time. 
Will you repeat 

RULE IY. 

Adjectives belong to the nouns which they describe. 

Q. l An old man.' Which word describes man] What part 
of speech is it then ] Will you compare old, that is, tell its 
positive, comparative, and superlative degrees ] 

Q. In what degree is old, and why! If it describes man, 
as you say, to what ought it to belong ! What is the rule for 
its belonging to man ! 

Q. 'The most industrious man labors.' Which word 
here is the article, which the noun, which the adjective, and 
why ? 

Q. Is the article definite or indefinite ! 

Q. Will you compare the adjective, industrious ] 

Q. Is it regular or irregular, and why! To what does it 
belong, and what is the rule for it ! 

Q. Is the noun to which industrious belongs, proper, or 
common, and why ? What is its number, person, and gender 1 
Does man do any thing] Is the word man then an agent ? In 
what case then is it ? 



14 



INTELLECTUAL AND 



( A large boy.' 
' The busy woman.' 
c An angry man.' 
< A foolish girl.' 
1 A dirty room.' 
' The noisy boys.' 



Q. How many different parts of speech 

are there in each of these sentences 1 

Q. Will you compare each adjective'? 

Q. Are they regularly or irregularly 

compared 1 
Q. In what degree of comparison is 
each and why 1 
Q. To what does each of them belong, and what is the 
rule 1 

Q. Are the nouns proper or common, and why 1 
Q. What is their person, gender, number and the reason 
tor each 1 

Q,.-To what does an article belongl To what does each 
of these belong and what is the rule 1 



*e@«*.- 



LESSON XT. 

QUESTIONS ON THE ABJECTIVE. 
Q. What is the meaning of Q. What is the meaning of 



the word adjective 1 

Q. What is an adjective 
joined to] 

Q. What is a correct defi- 
nition of adjectives? 

Q. Will you give an ex- 
ample of an adjective. 

Q. What is the meaning of 
degree of comparison? 

Q. How many degrees of adjectives? 
comparison are there 1 Q. What are they 1 

Q. Which is the positive, 
and why ? 

Q. Will you give an exam- 
ple 1 



the comparative degree? 

Q. Will you give an ex- 
ample ] 

Q. What does the word su- 
perlative mean 1 

Q. What is the meaning of 
the superlative degree? 

Q. How many different 
ways are there of comparing 



Q. Will you give an exam- 
ple of an adjective regularly 
compared 1 One irregularly 
compared 1 



PRACTICAL GRAMMAR. 45 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you write down an article, adjective, and noun, 
in one sentence, so as to make sense 1 Will you write six 
different adjectives that will make sense, between these 

words ; ' A man 5 ] Six that will make sense between 

these ; 'A cow 5 ] Four in the superlative degree in like 

manner between these ; f The bench 5 1 Four between 

these ; ' The girls ] Four in the comparative degree 

between these ; ( A house 5 1 

Q. Will you write six phrases, each having a different 
article, adjective, and noun ] Six having the same article and 
adjective, but each noun the name of a different tree 1 Six 
nouns, the names of things used in school, each described by 
the same adjective 1 Six the names of buildings each descri- 
bed by a different adjective denoting the color of each buil- 
ding 1 Six phrases, each having the same article, but differ- 
ent adjectives, in the superlative degree and the nouns the 
names of six different plants 1 Two phrases, each having the 
article an, properly used before an adjective beginning with a 
consonant ] Two having the article a, properly used before 
an adjective beginning with a vowel ] 

Q. Will you describe the noun hat, in four phrases by dif- 
ferent adjectives, descriptive of different colors ! Will you 
write your name, correctly joined, with the noun, book! 
Write another form of expression for the phrase, 'Peter's knife 5 ! 
Write a phrase having a noun in the second person 1 Twenty 
different nouns to be described by the same adjective] 
Twenty different adjectives descriptive of the same noun ? 

Q. Will you write a phrase having an article and an adjec- 
tive belonging to the same noun 1 Will each of you who are 
in the class see who will write the greatest number of nouns 
described by the same adjective] Also the greatest number 
of adjectives describing the same noun ] 

James says to William, ' I once visited New-York, and 
what do you think I saw there]' 'Oh, I don't know/ says 



46 INTELLECTUAL AND 

I 

■ 

William.' ■ Well/ says James, c I saw so many things, that it 
will take five hundred adjectives to describe them.' Says 
William, c I should be much gratified to hear you make use 
of your five hundred adjectives.' c Reckon them up then, as 
I name them,' says James. c I saw a large, white, airy, spa- 
cious, convenient, and marble City Hall ; an old, elevated, 
elegant, commodious, and splendid Hotel ; twenty pretty 
little steam-boats ; fourteen large, grand, and costly ships ; 
twenty large bay, and fifteen old, small, and white dray hor- 
ses ; four milk white steeds, drawing a large, rich, splendid, 
gilded, beautiful, and most superb coach ; and the driver was 
so honest, so active, so amiable, so industrious, so intelligent, 
and so obliging, that he possessed the entire and implicit con- 
fidence of all who knew him.' l Stop,' says William, 'I was 
not aware that we could describe every thing that we see, by 
an adjective : you have convinced me.' Now the question is, 
how many adjectives did James use in his descriptions, before 
he was stopped by William 1 How are they compared, to 
what do they belong, and what is the rule for each] 

LESSON XII. 

MENTAL EXERCISES. 

Q. c The boy goes to school, the boy learns fast, and the 
boy will excel.' Can we not say, c The boy goes to school, 
he learns fast, and he will excel, instead of saying, 'the boy,' 
every time 1 What little word then, may stand for boy ? 

Q. ' That girl will make rapid progress, for that girl stud- 
ies hard.' Do we not say in this sentence, c that girl,' twice ? 
What little word can we use instead of it, so as not to use 
the word girl, but once ? 

Q. Do you not see by these examples, that there is quite a 
convenience, many times, in using several little words, to 
avoid repeating other words several times over I 



PRACTICAL GRAMMAR. 47 

Q. You have doubtless noticed that these small words, 
which we have used in the place of others, do not resemble 
the articles, nor describe other words like adjectives, and that 
they differ somehow from nouns ; let us see if we can find 
some good name for them. You said of one of the examples 
above, that he, stood in the place of boy ; that is, stood for 
a noun, now the Latin word pro, means for, can we not then 
make such a word as we need, by placing the word pro, be- 
fore the word, noun? 

Q. What will the word be, then? 

Q. You are right, it is pronoun. Well, now we have hit 
upon the right name, will you tell me which are the pronouns 
in the following sentences? c John is studious, he is attentive, 
and he is obedient!' c Boys, why do you not study, do you 
not wish to learn 1 ' 

Q. What noun does he stand for, in the first sentence? 
Q. What noun does you, stand for, in the next 1 If he 
stands for John, what gender, number, and person, ought he, 
to be ? 

Q. In speaking of a man, do we say he or she 1 Of a wo- 
man, which do we say 1 Of a bench, do we say he or it 1 

Q. Do pronouns then have the same gender, number, and 
person, as the nouns for which they stand, or do they have 
different ones 1 

Q. When the noun denotes the person or thing spoken to, 
do you recollect what person it is 1 When the noun is spoken 
of, what person is it 1 

Q. Do you not recollect that it was stated as a reason why 
nouns have no first person, that we do not use a noun to de- 
note the person who is himself speaking 1 Thus, would James 
say, ' James does so and so,' or ' I do so and so V 

Q. Does or does not, I, stand for the person speaking! 
Q. We have a second person and a third person to nouns, 
and also to pronouns, as you have seen, and another person, 
peculiar to pronouns, to denote the person speaking, would it 



48 INTELLECTUAL AND 

not then be proper, since we have as yet had no first person, 
to call the person speaking, the first person ? 

Q. Since the pronouns which we have used, take the place 
of nouns, ought they not to stand for all the different persons 
of nouns ] 

Q. True, they ought. Now when any one is speaking 
and says, c He loves learning but I do not/i You know that I, 
stands for the person speaking, and he, for the person spoken 
of. Can we not tell this by the very words, I and he, which 
person is meant] 

Q. Would you not then for this reason call them personal 
pronouns ] 

Q. When any one is speaking of himself, ought he to say, 
C I do so and so,' or, f He does so and sol 

Q. Is not I, the agent 1 In what case then is 1 ] 

Q. Do you recollect what person I is ? 

Q. Does I stand for two persons speaking or only one? 

Q. If but one, what number is I ? 

Q. In speaking of myself and brother, which would be pro- 
per to say, c I, 5 or c we do so and so V 

Q. Is not we, an agent then? In what case then is it? What 
number and person? 

Q. When I am speaking to James, ought I to say, ' He 
does well,' or ( You do well.' 

Q. Do we not sometimes, in the language of scripture, 
say, c Thou dost well,' instead of saying, ' You do well] . 

Q. Is not thou or you an agent] In what case then is thou 
and you] In what number and person ] 

Q. When I am speaking to James about William, and tel- 
ling James how William behaves, should I say, c You does 
well,' or, c He does well?' 

Q. What is the gender, number, person, and case, of he] 

Q. When I am speaking to James about William and his 
brother, should I say, ' You (meaning William and his broth- 
er,) do well/ or, < They do well ?' 



PRACTICAL GRAMMAR. 49 

Q. What gender, person, and case then, is they ? What is 
the plural of he 1 

Q. c She reads well.' Does she stand for a noun, meaning 
some female 1 

Q. What gender, number, person and case then is she ] 

Q. In speaking of more than one woman should we not say 
they] 

Q. What then is the plural of she ] 

Q. c This is the door which I made, and it fits exactly.' — 
What little word stands for door 1 

Q. What gender, number, and person, is it then ] What 
case is the word it, in ? 

Q. When we 9peak of this chair, and that bench, as being 
well made, should we say, ' It,' (meaning both) * is well 
made,' or, ' They are well made V 

Q. What word then do we find is used for the plural of he, 
she, and it 1 

Q. If Harrriet has a book given her, then it is her book, is 
it not! 

Q. Docs her book, in this case, mean the same as Harriet's 
book] 

Q. What noun then does her, take the place of ] 

Q. In what gender, number, and person must her be then ? 

Q. Harriet's, you know is in the possessive case, becaute 
it denotes possession ; then if her stands in the place of Har- 
riet's, in what case must it be ? 

Q. c My name — our name — thy name — your name — his 
name — her name — its name — their name.' In the first phrase, 
does or does not my, stand for or refer to the person speaking ] 

Q. Does or does not my, signifiy, that the name belongs to 
the person speaking ? 

Q. What part of speech then is my ? 

Q. There are eight small words in all these phrasei , each 
placed before the word name. What do they stand for ] 

Q. What part of speech are they then ? 

Q. Does or does not each of them denote possession? 
5 



50 INTELLECTUAL AND 

Q. In what case then, are they ? 

Q. \ Susan has had her troubles, as well as John and I, but 
hers were passed before ours began. 5 l Susan had her troubles 
as well as John and I, but Susan's were passed before John's 
and mine began.' Will you compare these two sentences and 
tell me what word in the first stands for Susan's in the last ? 

Q. What in the first, stands for John's and mine, (plural,) 
in the last 1 

Q. Well then, if these words stand for nouns, what part 
of speech are they ? Also, what is their gender, number, &nd 
person ? 

Q, Do they stand for nouns in the possessive case I 

Q. In what case are they then ? 

Q. Here are several books. One is mine, one thine, one 
his, one hers, one ours, one yours, and one theirs. Which 
are the words here that stand for the person or persons speak- 
ing, spoken to, or spoken of? 

Q. If you select the right words, you will find that they 
make seven in number, and does each simply imply posses- 
sion] 

Q. In what cases then, are they 1 

Q. Hence we see that there are two sorts of pronouns in 
the possessive case, that is, two sorts as it regards their use, 
as you perhaps observe ; for do we say, ( ours book,' or c our 
book?' This book is our,' or c ours V 

Q,. Well then, does or does not the only difference consist 
in this, that one has a noun after it, and the other has not ? 

Q. 'A bee stung me, you, him, her, it, us, and them.' 
Stung whom? What then are the objects of the word stung? 

Q. In what case then are each of these pronouns 7 

Note. — Perhaps it would be well for the pupil to write 
down on the slate those of the following sentences which con- 
tain the six pronouns of the first person, and then to substi- 
tute in place of these the other pronouns. At first, he may 
be permitted to answer the questions that follow, by looking 
on the slate. When he can do this readily, he ought to be 
required to do it without this aid. 



PRACTICAL GRAMMAR. 



51 



L.IST OF THE PERSONAL, PRONOUNS. 



First person Singular. 
Nom. I have a name. 
Poss. The name is mine, or 

my name. 
Obj. The name belongs to me. 

Second person Singular. 
Nom. THOtr hast a name. 
Poss. The name is thine, or 

thy name. 
Obj. The name belongs to 

THEE. 

Third person Sing. (Mas.) 
Nom. He has a name. 
Poss. The name is his, or his 

name. 
Obj. The name belongs to 

HIM. 

Third person Sing. (Fern.) 
Nom. She has a name. 
Poss. The name is hers, or 

her name. 
Obj. The name belongs to 

HER. 

Third person Sing. (Neuter.) 
Nom. It has a name. 
Pos. The name is its, or its 
name. 
Obj. The name belongs to it. 



First person Plural. 
We have a name. 
The name is ours, or our 

name. 
The name belongs to us. 

Second person Plural. 
Ye, or you have a name. 
The name is yours, or your 

name. 
The name belongs to you. 

Third person Plu. (Mas.) 
They have a name. 
The name is theirs, or their 

name. 
The name belongs to them. 



Third person Plu. (Fern.) 
They have a name. 
The name is theirs, or their 

name. 
The name belongs to them. 

Third person Plu. (Neuter.) 
They have a name. 
The name is theirs, or their 
name. 
The name belongs to them. 

Q. If I should speak to you, would it not be more natural 
in familiar conversation to say, you and yours, than thou, 
thine, and thee 1 

Q. Which is most natural to say, c You have a book,' or 
< Thou hast a book V 

Q. How many agents or nominatives in the singular num- 
ber are there in the foregoing list 1 Which are they ] 

Q. How many nominatives in the plural number 1 Which 
are they 1 

Q. How many pronouns in the possessive case singular, 
and which are they 1 How many in the possessive, plural, 
and which are they 1 

Q. How many objects, or how many in the objective case 



52 INTELLECTUAL AND 

singular, and which are they 1 How many in the objective 
ease plural, and which are they 1 

Q. How many pronouns are there of the first person, and 
which are they 1 Decline them. 

Q. How many of the second person, and decline the m 1 

Q. How many of the third person, and decline them 1 

Q. When I, you, &c. are used in discourse, do we know 
certainly whether these words denote males or females ! 

Q,. When he is used, do we not mean a male 1 

Q. What gender then is he 1 

Q. Is male or female referred to when she is used 1 

Q. What gender then, is she 1 

Q. When we say it, do we refer to man or woman, or 
neither! 

Q. What gender, would you call it 1 

Q. Of which of the pronouns then can we say that their gen- 
is always known 1 

Q. You are right, gender does refer only to he, she, and 
it, but when the other pronouns stand for males or females* 
may not their gender be known 1 

Q. Notwithstanding there are a great many pronouns, still 
as the possessive and objective cases are only variations of 
the nominative, it is sometimes said that there are no more 
personal pronouns than there are agents or nominatives. — 
How many then of the above list may be said to embrace all 
the personal pronouns of the singular number, and how many, 
all of the plural 1 

Q. Do we not sometimes speak thus, 'I, myself, am* in 
fault,' ' You, yourselves, must bear it V 

Q,. Do you not see, that myself, himself, thyself, herself, 
Hself, ourselves, and themselves, are compounded of a pronoun 
and the word self, in the plural, selves'! 

Q. Would you then call them simple personal pronouns^ or 
would you call them compound personal pronouns 1 

Q,. Have we not seen that pronouns take the place of nouns! 
Al£o that they ought to be of the same gender, number, and 
person. as the npuns are for which they stand? 



PRACTICAL GRAMMAR. 53 

Q. Would you then, as a rule, pay no regard to the nouns 
for which the pronouns stand, or in using them, would you 
make them agree with the nouns, in gender, number, and per- 
son ! 

Q. It will be important to remember this, I will therefore 
state it to you in the form of a rule. Will you repeat 

RULE V. 

Pronouns agree with the nouns for which they stand in 
gender, number, and person. 

Q. ■ James is a good boy, for he has studied well. 5 What 
word here stands for James ! 

Q. What part of speech is it then ! What is its gender, 
number, and person ! Why ! If it stands for James, with 
what does it agree, and what is the rule for its agreement ! 
Does or does not, he, stand as an agent! In what case then is 
he! 

Q. c Mary, why do you play V What word here stands for 
Mary! What part of speech then is it! Of what person, 
number, and gender is Mary, and why ! What then is the 
gender, number, and person, of you, and why 1 What is the 
rule for the agreement of you with Mary 1 

Q. c The boys are out, will you tell them to come in V 
What gender, number, and person, is boys! What word 
stands for boys in the last clause of the sentence, and what is 
its gender, number, and person! Why! What then, does 
them, agree with, and what is the rule ! 

Q. c I will teach him.' Here are two pronouns, which are 
they ! 

Q. Does I, stand for the persons peaking, and him, for some 
person understood and spoken of! What then are their per- 
sons, genders, and numbers ! Who will teach ! Which then 
is the agent ! Whom will 1 teach ! What word then repre- 
sents the object ! In what case then is him ! 

Q. ' The book is mine.' ( I will leave his book. 5 Here 
are two pronouns, which are they ! Why! What is their gen- 
der, number, and person, and why ! Who will leave ! Which 
5* 



6*4 INTELLECTUAL AND 

then, is the agent 1 In what case is 1 1 Who owns the book T" 
In what case then is his 1 What is the rule for the possessive 
case of nouns 1 What then is the rule for his 1 

Q. What part of speech is book, and why 1 What is its 
gender, number, and person 1 Why 1 

Q. c I will leave' — -what! What then is the object of leavel 
In what case then is book 1 

Q. c A worthy man will receive him.' What part of speech 
is a, and why 1 Does it belong to a noun, or an adjective 1 

Q. What is the rule for the indefinite article I What does 
worthy describe 1 What part of speech is it then, and what is 
the rule for it 1 Will you compare it 1 Is it regularly or ir- 
regularly compared 1 What degree of comparison is it, and 
why 1 

Q. ' He went to play, she went to school, and my sister and 
I went to church.. 5 Which are the pronouns in this sentence, 
and why 1 

Q. Why are they called personal 1 

Q. In what gender, number, and person, are they, and 
why 1 

Q. What is the rule for the agreement of each ! 

Q. In what case is each, and why 1 

Q. How many nouns are there in the sentence ! What is 
their gender, number, and person 1 Why 1 

Q. Since we have repeatedly found the pronouns must 
agree with nouns, in several particulars, and have made a 
- i rule for them, it cannot be very difficult for you to tell when 
they are used correctly and when incorrectly. Is it correct 
to say c My book fell into the fire, and by that means she was 
burnt 1 

Q. Why not] 

Q, Will you correct the following sentences as I read them! 
'My cane fell into the river and I lost him.' 
c The house is mine and she is well built.' 

'j; 

( This pen is poor, she must be mended.' 

i That is a beautiful woman and he has fine black eyes.' 

' I lost my hat but I soon found them again.' 






PRACTICAL GRAMMAR. 55 

' I hung my watch up, but when I wanted her I could not 

find him.' 

Q. Let me now examine you on other parts of speech. 

Which is correct, to say, c He is the most wisest man/ or 

c He is the wisest man V ' It is the more easier way, 5 or ' It 

is the easier way 1 

Q. Do we say ' An eagle,' or £ A eagle 1 ' Why 1 ' An hap- 
py man,' or, c A happy man ] ' Why 1 = 

LESSOJV XIII. 

QUESTIONS ON PERSONAL, PRONOUNS, 

Q. What is the meaning of the Q. Will you decline them % 

word pronoun 1 Q. How many are there of 

Q. What is the meaning of the the third person ! 

word pronoun, when ap- Q. Will you decline them 1 

plied to nouns 1 Q. How many numbers have 

Q. What is the meaning of pronouns 1 

personal pronouns 1 Q. How many persons 1 

Q. How many pronouns are Q. How many cases have 
there in all] they! 

Q. What is the use of pro- Q. To which of the pronouns 
nouns I has gender respect to 1 

Q. Why were they invented 1 ' Q. Will you decline the mas- 

Q. How many personal pro- culine ! 

nouns are there properly Q. Will you decline the fern- 
speaking 1 inine 1 

Q. How many pronouns are Q. The neuter] 

there of the first person 1 Q. What kind of pronouns 

Q. Will you decline them 1 are myself, thyself, himself, 

Q. How many are there of &c.1 

the second person 1 Q. Why are they so called 1 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you write down a sentence in which there shall be 
two personal pronouns 1 

Q. Will you write one containing two personal pronouns, 
the one in the nominative and the other in the objective case! 

Q. Will you write one containing an article, adjective, 
noun, and personal pronoun 1 



56 INTELLECTUAL AND 

Q. Will you write one containing a noun in the nominative' 
case, an adjective in the superlative degree, and a pronoun in 
the third person plural, objective easel 

Q. Will you write one in which there shall be a masculine 
agent, and the object a masculine pronoun 1 

Q. Will you write a sentence in which there shall be two 
pronouns, and neither of them in the third person 1 

Q. Will you write down the objective case of he I of she! 
of it 1 of II of thou 1 of we! of ye, or you ! of they I 

Q. Will you write down a sentence which shall have a 
pronoun in the nominative case, and also one in the possessive 
case! 

Q. Will you write one containing an article, an agent, an 
adjective in the comparative degree, and a masculine object! 



LESSON XIV. 

MENTAL. EXERCISES. 

Q. c The boy learns who studies his book.' Is it not boy, 
who leams and studies ! 

Q. Does who then stand for boy, or for something else ! 

Q. If who stands for the noun boy, would you call who, a 
noun or pronoun ! 

Q. If who stands for the noun boy, what is the gender, num- 
ber, and person of who ! 

Q. ■ The woman who is amiable will be loved.' Does who 
in tliis sentence stand for or relate to woman ! What then is 
the gender, number, and person, of who, in this case ! 

Q. When any one is speaking and says, ' I, who love learn- 
ing, am perusing books ;' does the who stand for or refer to I! 
What then is the number, and person of who in this case ! 

Q. Have we or have we not found, that who, may stand 
for two different genders, and also for two different persons ! 

Q. Can you tell what persons and what genders these are ! 

Q. Do the personal pronouns ever vary their persons, that 



PRACTICAL GRAMMAR. 57 

is, does I stand for any other than the first person ; thou for 
any other than the second, &c.] 

Q. True, they do not vary but each one always stands for 
the same person ; well then the pronoun who, and personal 
pronouns are different, are they not 1 

Q. Would you call who, then, a personal pronoun, or not 1 
Q. Let us try to find some other name by which to distin- 
guish pronouns, like who, from personal pronouns. Did you 
not notice in the foregoing examples, that who, stood for a 
noun mentioned before, that is, that it referred back, each 
time, to a foregoing noim. Now since relative means relat- 
ing to, would you not call who and similar words Relative 
Pronouns] 

Q. ( The bench which I made.' Does not which in tins 
sentence relate to bench] 

Q. Is it then a relative or a personal pronoun ] 
Q. If it relates to bench, what is its gender, number, and 
person ] why ] 

Q. Has not the relative referred back, each time, to some 
foregoing noun, as c The man who ] ' Let us give a name for 
this noun to which the relative refers, to distinguish it from 
other nouns. Do you not know that antecedent means fore- 
going, (the ante, at the beginning of antecedent, meaning be- 
fore, as antedate to date before, &c.;) can you not easily tell 
what to call the foregoing noun, to which the relative refers \ 
Q. ' The- candle which burns, I lighted.' Is it not the 
candle that burns V Does which; stand for candle]' What 
then is its gender, number, and person T 

Q,. Does not candle, to which the relative refers, go be- 
fore which ] What then is the- antecedent to which ] 

Q. If the relative is of the same gender, number, and per- 
son as its antecedent, is not the rule for the relative, the same 
as for the personal pronoun ] Will you repeat that rule 1 
1 The man who came tarried but a short time.' 
c The woman whom I saw is drowned.' 
1 The person whose book I borrowed left us in a hurry,' 



58 INTELLECTUAL AND 

( The horse which I shod ran away with the stage.' 

1 The same man that I saw yesterday was buried to-day/ 

Q. Do not who, whose, whom, which, and that, in the 

foregoing sentences, stand for the nouns before them 1 
Q. What parts of speech are they then 1 
Q. What is the antecedent to each 1 
Q. What is their gender, number, and person 1 Why 1 
Q. What is the rule for the agreement of each 1 
Q. ' The man who came.' Is not who an agent 1 In what 

case then is it 1 

Q. * The person whose book I borrowed.' Does not whose 

denote possession 1 In what case is it then 1 

Q. If whose is a pronoun, that is, if it stands in the place 

of a noun, ought it not to be governed in the same manner as 

a noun 1 

Q. What is the rule for the possessive case of nouns 1 

Q. What then would you say whose is governed by, and by 

what rule 1 

Q. ' The woman, whom I saw, perished.' Is not whom 

the object of the word saw 1 In what case is whom then 1 
Q. Have we not found the pronoun to be in three cases 1 
Q. Will you tell me then what case who is in 1 
Q. In what case is whose 1 Is whom 1 
Q. Telling these cases you know is declining the pronoun 

or noun : now since you have toloMhe cases yourself I will 

state them in order. Will you decline them % 

SING. PLUR. 

Norn. Who, Who. 

Poss. Whose, Whose. 

Obj. Whom, Whom. 
Q. Is it proper to say, ' The persons which I love V 
Q. Is it proper to say, ' The persons whom I love 1 
Q. Is it proper to say, ' The animals or things which I saw!' 
Q. Can we not also say, ' The persons that I love V Also, 
1 The things that I desire ]' 

Q. Do we in speaking of persons then use who, whose 
whom, or which 1 



PRACTICAL GRAMMAR. 59 

Q. Can we not use that, in speaking both of persons and 
things 1 

Q. When speaking of things, and of all animals except per- 
sons, do we use who, or do we use which, and sometimes 
that] 

Q. If we can use that, both when speaking of persons and 
things, is it, or is it not important to know when to use that, 
and when to use who and which 1 

Q. Well then, I will try to explain this by a few examples, 
which follow. ( Who that wishes to learn will not study 1 ' — 
If we should use who instead of that in this sentence, should 
we not use who twice. 

Q. Would not this be a repetition, and do we not prevent 
it by the use of that, for who 1 

Q. Since which, repeated, would sound as bad as who, re- 
peated, ought it not to be avoided by using that for which 1 

Q. c The man and the horse that were drowned have not 
been found.' How many were there drowned 1 

Q. Does or does not that, stand for both the man and 
horse 1 

Q. Could we say who or which were drowned instead of 
that t 

Q. True, we could not, because who refers only to per- 
sons, and which only to things, or irrational beings. What 
are the antecedents of that, in the last example 1 

Q. Well, then, when there are two or more antecedents to 
a relative, and one is a person, and the other is not, do we use 
who, which, or that 1 

Q. ' He is the wisest man that I ever saw.' Is this more 
correct than to say, f He is the wisest man whom I ever saw]' 

Q. Do we use who, which, or that, after an adjective of 
the superlative degree 1 

Q. We have seen that we can say, c The man who,' c the 
men who/ f It is I who/ ' The beast which/ &c. Ought we 
then to infer from this that relatives are varied, like personal 
pronouns, to express gender, number, and person, or that 
they are not varied for this purpose ! 



II 



60 INTELLECTUAL AND 



Q. The foregoing are all the relative pronouns which w^ 
use, will you just turn back and reckon up how many there 
are ! 

Q. ' This is what I wanted.' Does not what, in this sen- 
tence stand for the thing which, or that which ! 

Q,. Well, now, since what, frequently stands for two 
words, would you call what, a simple or compound pronoun 1 

Q. ' Whoever lives in this world must expect trouble.' 
Does this mean the same as to say c He who,' or ' the man 
who lives,' &c. 

Q. Well then, does whoever stand for two words, or only 
one ? 

Q. If it stands for two, is it a simple or compound pronoun! 

Q. c I will give you whatever you wish.' Does whatever, 
here mean the same as, anything which ! 

Q. When then it stands for two or more words, ought it to 
be called a simple or compound pronoun ! 

Q. How many compound pronouns have we now noticed ! 

Q. What does, what, stand for ! What does, whoever, stand 
for ! What does, whatever, stand for ! 

Q. ' Who comes here ! ' ' Which of the two do you mean ! ' 
' What do you want!' In these sentences is there any ante- 
cedent expressed for who, which, and what, to refer to ! 

Q. Is there not a question asked in each ! 

Q. Interrogative, means asking; when then who, which, 
and what, are used in asking questions, would you call them 
relative or interrogative pronouns ! 

Q. c Which apple will you have ! ' ( What man is that ! ' — 
Are not what and which here joined, the one to the noun 
man, the other to the noun apple ! 

Q. Do they not describe or define these nouns ! 
Q. Would you then on this account, call them adjectives 
or relatives 1 

Q. Is there not a question asked in each of these sentences! 
Q. What did we find that such sentences, or such words, 
as which and what, were called, when used in asking ques- 
tions! 



PRACTICAL GRAMMAR. 61 

Q. When then, which and what, are joined with nouns for 
the purpose of asking questions, would you call them rela- 
tives, or interrogative adjective pronouns ] 

Q. C I saw the man who killed the boy.' Saw whom ] 
What then is the object 1 

Q. Was it the man or boy who killed somebody ] 

Q. What then does who stand for, and is it an agent 1 

Q. If it stands for man, what is its gender, number, and 
person ] 

Q. What is its antecedent, that is, to what word going be- 
fore, does it relate ] 

Q. What is the rule for pronouns, agreeing with nouns ? 

Q. How many nouns are there in the example just given? 

Q. What are their gender, number, and person 1 Why ] • 

Q. If man is the object, what case is it in ] Killed whom? 

Q. What then is the object after killed 1 In what case 
then is it 1 

Q. How many articles are there in the same example] 

Q. Are they definite or indefinite 1 Why] To what words 
do they belong, and what is the rule ? 

Q. ( The instructor punished the boy whom he loved. 5 — 
How many nouns are there here, and why ] 

Q. Are they proper or common, and why ] 

Q. Was it the boy or instructor who loved ] 

Q. What then does he stand for, and with what does it 
agree ] 

Q. Is it an agent ] In what case then is it ] 

Q. Whom did he love ? What then does whom stand for, 
or what is the antecedent of whom? 

Q. Is not whom a relative pronoun, because it refers to, 
and stands for the noun mentioned before ] 

Q. What is its gender, number, and person ] With what 
does it agree, and what is the rule ] 

Q,. In what case is whom ] Why is whom used here rath- 
er than which ] 

Q. • James saw the fox, which they caught in the woods.' 
6 



Hi 



62 



INTELLECTUAL AND 



How many nouns are there here ! Saw what 1 Is not fox, 
then, an object 1 Caught what 1 Which is the relative pro- 
noun, and why ? What is its antecedent, and why is it so 
called ! 

Q. With what does it agree, and in what respects ! 

Q. What is the rule ! Is which, an agent or an object? 

Q. In what case then is which ! Wiry is which used here 
in preference to who or whom ! 
c I love the man who practices Q,. How many relative pro- 



nouns are there here ! 

Q. What words are their an- 
tecedents ! 

Q. What is their gender, 
number, and person ! 

Q. Is there any rule for their 
agreement ? 



virtue. 5 

c Obey your parents whom 
you should always respect. 5 
c James, whose father was 
there, retired. 5 

e The young trees which he 
planted, flourished. 5 
Q,. Which denote pessession? 
Q,. In what case are they then? 
Q. Which are the nouns and why ! 

Q. How many articles are there ! Are they definite or in- 
definite ! Why! 

Q. What is the rule by which they belong to nouns ! 
Q. There is but one adjective in all these sentences, which 
is it 1 

Q. Will you compare it ! Is it regularly or irregularly com- 
pared! Why ? 

Q. What does it describe? To what then does it belong, 
and what is the rule? 

LESSON XVI. 

QUESTIONS ON THE RELATIVE PRONOUNS, 



Q. What is a relative pro- 
noun ! 
Q, Why is it so called ? 
Q. How do you decline who! 
Q. Is which declined! 
Q. How then can you tell its 
case ! 



Q. Are relative pronouns va- 
ried like personal, to ex- 
press number, gender, and 
person! 

Q,. How then can you tell 

their gender, number, and 
person ! 



PRACTICAL GRAMMAR. 



63 



Q. What is the noun to which 
they refer, or stand for, 
called ! 

Q. Why is it so called ! 

Q. When speaking of per- 
sons, do we say who or 
which ? 

Q. When speaking of things 
and animals, do we use who 
or which ? 

Q. What is the first rule for 
using that, instead of who 
or which ! 

Q. What is the second rule ! 

Q. What is the third ! 

Q. What is the fourth ! 

Q. How many relative pro- 
nouns are there in all ! 

Q. When are who, which, and 
what, called interrogative 
pronouns ! 

Q. Are there any interroga- 
tive adjective pronouns ? 

Q. How many are there, and 
which are they ! 

Q. Why are they so called ? 



Q. What rule did we find 
that applied to relative pro- 
nouns ! 

Q. Would you then, since we 
have a rule by which we 
can determine the correct 
use of the relatives, say — 

Q. ' The man which, 5 or 
'whom I love, 5 and why] 

Q. ' The woman who, 5 or 
'which saw me, 5 and why ! 

Q. 'The boy and the cow 
that, 5 or ' which, I met, and 
why ? 

Q,. 'This is the same boy who, 5 
or 'that, was lost, 5 and why'? 

Q. 'The Canadian giant is the 
greatest man that, 5 or 
' whom, I ever saw, 5 and 
why ? 

Q. 'Mary is the same girl that, 5 
or ' who, was here yester- 
day, 5 and why ! 

Q. 'Who that is wise, 5 or 
'who, who is wise would 

do thus, 5 and why? 



EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you write down a sentence containing the relative 
who! 

Q. Will you write a sentence in which it is proper to use 
which ! 

Q. One, with a masculine antecedent ! 

Q. One, with a neuter antecedent ? 

Q. Write one in which it is more elegant to use that, than 
who ! 

Q,. One, in which it is more elegant to use that, than which! 

Q. Write a sentence containing whose ! 

Q. One, containing whom ! 

Q. One, containing which, in the objective case! 

Q. Write who and which, in interrogative sentences 1 

Q. Write two sentences, one containing which, and the 
other what, both interrogative pronouns ? 



?;; 



\,\ 



il 
I 



64 



INTELLECTUAL AND 



Q. Write a sentence containing an article, adjective, and 
noun, of the neuter gender ? 

Q. Write one containing an article, an adjective in the 
superlative degree, and a masculine agent 1 

Q. Write a sentence containing an article, adjective, and 
agent, also an object with an article, and an adjective agree- 
ing with the object h 

Q. Will you fill up the following sentences with suitable 

words to make sense 1 An man. The man came 

me. A man. A man. A man. A 

man. A son. A son. A son. A 

child. A daughter. A grandson. I saw the bird 

has flown. The man is come was absent. The 

woman I love died. comes here ! The boy 

hat I stole. The fox — — I shot was running. He is the 

same man « I saw yesterday. He is the wisest man 

I ever saw. I will give you you wish. book will 

you have 1 

Q. Will you now inform me how many parts of speech 
you have used in filling up these sentences ? 

Q. Will you name them 1 






LESSON XVII. 

MENTAL EXERCISES. 

Q. c The candle burns.' What part of speech is candle! 

Q. What part of speech is the ? 

Q. The next word is burns. This you know is not an ad- 
jective, can you tell me why it is not 1 

Q,. Is it a pronoun ? Is it an article ? 

Q,. Hence we see that we cannot class it with any part of 
speech already explained ; but, if we can find several such 
words we can form another class of words, can we notl Let 
us try. 

Q. * The canoUe buries.' IJoesburn, tell what the candle 



PRACTICAL GRAMMAR, tJO 

does] c The man walks.' Which is the noun in this sen- 
tence 1 

Q,. What word tells what the man does 1 

Q. 'Boys play. 5 Which word here tells what the noun 
does ! 

Q. ( The lions roar. 5 What word here tells what lions do ? 
Q. Have we not already found several words that have 
the same general meaning 1 

Q. ' A good man hates the ways of vice.' What word in 
this sentence tells what the noun man does 1 

Q. If we leave out this word, hates, will it not destroy the 
sense ? 

Q. Well, then, since verb (from the Latin verb um, signi- 
fying word) means word, and as the words which tell what 
the nouns do, are very important ones, would not verbs be a 
good name for this class of words 1 

Q. ' Industrious boys learn. 5 What word here shows 
what boys do 1 

Q. Is then learn a verb or noun 1 

Q. If you were asked why learn is a verb, would you say 
because it is the name of something, or because it tells what 
the noun does 1 

Q. c Peter struck a dog. 5 Which is the verb here, and 
why! 

Q. ' Thomas and Rums learn their lessons. 5 How many 
nouns are there in this sentence ! 

Q. Is there any pronoun ? 

Q. Which is the verb, and why 1 

Q. ' James struck Charles. 5 Which word is the agent 
here, and which is the object 1 Which is the verb, and why? 

Q. If Charles is the object, is it not denoted by struck ! 

Q. ' Peter hurts Thomas. 5 Which is the actor or agent 
here ! 

Q. Which is the verb, and why 1 Which is the object 1 

Q. 'Peter makes.' Makes what] Does he not make 
6* 



1 

n 

! I 

I 

it ■ 
II 
I 

ii 



66 



INTELLECTUAL AND' 



something ? Let us suppose that Peter makes a cart, is not 
cart then the object of makes ? 

Q. What then will you add for an object, when I say Pe- 
ter makes ? 

Q. Will you put an object after the verbs in the following 
sentences, as I read them over to you ! 

* Peter makes .' 

1 Peter hurts .' 

' Peter loves .' 

c Peter writes .' 

* Peter eats .' 

' Peter tears .' 

Q. ' John caught a fox.' Which word is the agent, and 
which the object in this sentence? 

Q. Which is the verb, and why 1 Does not caught show 
that something was done 1 

Q. You say that John is the actor, or agent, does not the 
verb caught then, merely show that there was an action per- 
formed by John 1 

Q. You say that fox is the object of the action: does not 
then the action of John centre on the fox as its object 1 

Q. Is not this action carried on, to fox,by the verb caught, 
or in other words, is not fox, the object, placed immediately 
after caught 1 

Q. Since then the verb conveys or shows this action, 
would it not be proper to give the verb some name which will 
indicate this action ] 

Q. Active, you probably know, means the power of acting ; 
would not the term active, then, be a good name for such 
verbs as carry on the action to some object 1 

Q. Can you now tell me what verbs you would call active 1 

Q. 'Thomas cuts wood.' Which is the agent here] — 
Which the object? 

Q. Which is the verb 1 Is it active or not, and why 1 



PRACTICAL GRAMMAR.- 67 

EXERCISES FOR THE SL.ATE OR PAPER. 

Q. Will you write down an agent, verb, and object! Will 
you write the same agent to six different verbs, and six dif- 
ferent objects ! Write six different agents, and six different 
verbs, and the same object to each! Write six different 
agents, six different objects, but the same verb to each ! 

Q,. Will you write down an agent, and a favorite object, 
and connect them by as many different verbs as you can 
think of, and then tell me how many verbs you have used ? 

LESSON XVIII. 

MENTAL EXERCISES. 

Q. c John strikes Thomas :' Well, if this is true, is it not 
equally true that Thomas is struck by John ? 

Q. c Cain killed Abel? Does this mean the same as to say, 
Abel was killed by Cain ? 

1 Q. ' John eats an apple.' What other form of expression 
means the same as this ! 

Q. ' Harry finds a knife.' What other form of expression 
means the same as this ! 

Q. c William struck Harry.' What other form of expres- 
sion means the same ! 

Q. Which is the agent and which the verb in this sentence 
as it now stands ! Which is the object! 

Q. If Harry is the object, does not he receive the action? 

Q. ' William is struck by Harry.' This means the same 
as Harry strikes William. Since this is the fact, does not 
William receive the action in both cases? 

Q. Do not the words, is struck, show that William receives 
the action! 

Q. Is struck, shows that an action is received in the one 
case as well as the other ; ought is struck, then, to be a verb 
or some other part of speech ? 

Q. « William beats Charles.' Is the object here before or 
after the verb ! 



'.?{■; 



6S 



INTELLECTUAL AND 



I I 



I 

1 



Q. f Charles is beaten by William.' This phrase means 
the same as the other, but is the object after or before the 
verb 1 

Q. Is there not then a considerable difference between the 
verb, beat, and is beaten ] 

Q. If in the one case the object is before the verb, as 
< Charles is beaten,' does is beaten carry onward the action to 
some object, that is, have an object after it, like an active 
verb, or does it merely show that Charles receives the action 
denoted by is beaten ] 

Q. Would you then call is beaten, an active verb ] 

Q. Well, then, it is evident that we want another name, 
for have we not seen that there are several verbs of this des- 
cription 1 

Q. If, as we have seen, is beaten shows that an actoin is 
received, without an object after it, and since passive means 
receiving, would you not call all such verbs, that is, all 
which show that an action is received, passive 1 

Q. Such verbs are, it is true, properly called passive, and if 
you were asked why, could you not, by remembering the 
meaning of the word passive, always give a reason ] 

Q. Are verbs then called passive because they have an ob- 
ject after them, or because they show that an action is re- 
ceived ] 

Q. Well, let me examine you a little. Do you say in 
the phrase, ' William strikes Thomas,' that strikes is an ac- 
tive, or passive verb, and why] 

Q. c Thomas is struck by William,' would you call is 
struck an active or passive verb, and why] 

Q. ' Horses carry men.' Which is the verb here] Is it 
active or passive, and why ] 

Q,. 'Men are carried by horses.' Is not the sense of 
this example the same as that of the last ] 

Q. Which is the verb ] Is it active or passive? Why 1 

Q. Do we not see by these examples that every active 
verb may be made passive ] 



PRACTICAL GRAMMAB. 69 

Q. Would it then be reasonable to infer that every [passive 
verb may be made active 1 

Q. ' Abel was killed by Cain.' Who killed Abel ? What 
phrase then means the same as this 1 

Q. s Brutus slew Caesar.' What other expression means 
the same as this 1 Is not was slain, then, a passive verb ! 

Q,. Well then, if I should give you a phrase in which there 
is an active verb, could you not make it passive 1 

Q. c The girls learn their lesson. 5 Will you change this 
form of expression so as to make the verb passive, still retain- 
ing the same meaning 1 

Q. c Cattle eat grass.' c Buffaloes are caught for their 
skins.' f Horses eat oats.' How many verbs are there in 
these sentences 1 Which is active, and why ? Which pas- 
sive, and why ! 

Q. We have seen that every active verb may be made pas- 
sive, and the reverse. Is not this a good test to determine 
the active nature of verbs 1 

Q. Will you repeat this test or rule ? 
Q. c James loves.' In this example we have no object, 
but cannot we suppose one 1 Let us suppose William. It 
will then read thus: 'James loves William.' What is the 
passiveof loves, when this expression is altered so as to retain 
the same meaning ? 

Q. ' Mary mends .' ' William cuts ,' What ob- 
jects can you put after these verbs 1 What is the passive form 
of these words 1 

QUESTIONS ON THE ACTIVE AND PASSIVE 
VERBS. 

Q. What is the meaning of the word verb 1 

Q. Is this term applied to particular words 1 

Q. How can you tell the words to which this term applies! 
Will you give an example ! 

Q. What is the meaning of the word active ? 

Q. What is an active verb 1 Will you give an example ? 

Q. Does an active verb always have the object after it ex* 
pressed ? 



f 

I 

■ 



70 INTELLECTUAL AND 

Q. Is the object before or after a passive verb ? 
Q. What does an active verb denote 1 
Q. What does a passive verb denote ? Will you give an 
example ? 
Q. Can every active verb be made passive ? 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you write down an agent, an active verb, and an 
object 1 

Q. Write the same meaning, by making the verb passive 1 

Q. Write down six different agents, six different objects, 
and connect each by the same verb 1 

Q. Will you now change each of these six verbs to passive 
ones, and not alter the sense ? 

Q. Will you write a different verb to six different agents 
having the same object 1 

Q. Will you write the same verbs in the passive, retaining 
the same meaning ? 

Q. Will you write down as many verbs as you can think 
of, with the same agents and the same objects 1 

Q. Will you write the same phrases, that is, such as shall 
mean the same things, with the verbs changed to passive ! 



LESSON XIX. 

MENTAL EXERCISES. 

Q. * John makes' — -. — . Does not John make something 1 

Q. Can you not think of a noun which you can put after 
makes, for an object ? 

Q. If a verb have an object after it, you know that it is call- 
ed active, what kind of a verb then is makes 1 

Q. c John stoops.' Which is the agent here 1 Which is 
the verb, and why] 

Q,. Will you put an object after stoops ] 

Q. You cannot; true, neither can I ask you, with any pro- 



PRACTICAL GRAMMAR. 71 

priety, what John stoops. Is not the reason of this because 
stoops carries on no action to an object 1 

Q. If it did, would it not be active ! 

Q. c John smiles.' Which is the verb, and why 1 Which is 
the actor or agent ! 

Q. Can you put an object after smiles 1 Can you make it 
passive ! 

Q. Certainly not, for if John is the actor, does smiles mean 
that John receives the action 1 Can he both perform and re- 
ceive the action at the same time ! 

Q. Are smiles, stoops, arid such verbs passive then ? 

Q. If we examine our language we shall find a considera- 
ble number of verbs of this description, that is, being neither 
active nor passive. Would it not be well then to have a name 
tj distinguish them from other verbs'? 

Q,. Neuter, you recollect, means neither; since we have 
found some verbs that are neither active nor passive, what 
would you call them ! 

Q. Neuter is a good name. Let me now ascertain whe- 
ther you fully understand these different kinds of verbs. 
' James sits. 5 Can you say that James sits any thing! Can 
you then put an object after sits ! 

Q. Is sits then an active or neuter verb, and why! 

Q. ' John hates.' Can you put an object after hates! 
Is it then an active or neuter verb, and why! 

Q. c James runs. 5 Does James run anything? Has runs 
any object ! Can it have any ! 

Q. What kind of verb, then is it, and why ! 

Q. ' William is loved. 5 Is loved, you know, being passive, 
will not admit an object after it, any more than neuter verbs 
do ; but do neuter verbs show that an action is received ! 

Q. Hence then, when a verb does not show that an action 
is received, as c James sleeps, 5 and we cannot put an object 
after it, will it always be neuter? 

Q, 'John stands. 5 Is stands active or neuter, and why ! 

Q. 'John walks. 5 Is not John the actor, and can, walks, 
carry on an action to any object! 



■ 

fa 



I 

72 INTELLECTUAL AND 

Q. Does it mean anything more than that John is active 
in doing something ! 

Q. 'John walks.' 'Peter hops.' Some consider walks 
and hops active verbs as much as any verbs are, but do they 
mean anything more than that John and Peter are actors ! 

Q. When I say, ' Thomas strikes William, 5 it is true that 
Thomas is the actor, and strikes, cannot, strictly speaking, 
be said to be another actor, but does it not differ from walks 
and hops inasmuch as the action which Thomas does, passes 
on, and in some sense, may be said to carry on the action to 
William for its object 1 

Q. Hence you must be particular to distinguish between 
such verbs as carry on the action to an object, and such as 
have agents, &c. but do not carry on the action. Now can 
you tell me what the former are called ? Also, what the latter 
are called ! 

Q. 'Joseph killed a man.' Then a man is killed. Is the verb, 
is killed, active, passive, or neuter 1 Why ! 

Q. How many words are there in the passive verb, is kil- 
led 1 

Q. Well then, to help you in distinguishing a passive verb, 
I will just remind you of what you must have noticed, that 
a passive verb never has less than two words, and sometimes 
more. 

Q. c The birds fly.' c The robins feed their young.'— 
'Worms crawl.' Which are the neuter verbs in these sen- 
tences! Why! 

Q. From the foregoing illustrations, how many different 
kinds of verbs do there appear to be ! What are they! 

Q. 'James is a good boy.' Which words are the nouns in 
this sentence ? What is their gender, number, and person ? — 
Why ? 

Q. Is there any article in the sentence? Is it definite or 
indefinite, and why ! To what does it belong and what is the 
rule for it ! 

Q. Is there not an adjective! Will you compare it! What 



PRACTICAL GRAMMAR. 73 

is its degree of comparison ? Why ? To what does it belong, 
and what is the rule for it ? 

Q. Which word is the verb 1 

Q. Does is, have a noun after itl Well, if it does, is boy 
the object of any action 1 

Q. Does not James and boy, refer to the same person 1 

Q. Well then, if boy is not an object, would you call the 
verb a neuter, or a passive verb ? 

Q. WTiat is the meaning of the word neuter 1 

Q. What does neuter verb mean 1 Will you give an ex- 
ample ? 

Q. How can a neuter verb be distinguished 1 

EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you write down an agent, and a neuter verb 1 

Q. A neuter agent, and a neuter verb 1 Six verbs, all neu- 
ter, and the same agent to each 1 Four different agents, and 
the same verb to each 1 

Q. Write as many neuter verbs as you can find proper 
agents for. 

Q,. Will you write a sentence containing the article an, an 
adjective in the superlative degree, and an active verb, with 
a masculine object 1 

Q. Write an agent and verb with an object after the verb \ 

Q. Write the same verb in a passive form 1 

Q,. Will you write the same article, adjective, and agent, 
to six different verbs 1 Write sentences enough to contain five 
personal, and three relative pronouns 1 



LESSON XX. 

MENTAL EXERCISES. 

Q. When in reproving James, I say to him, c You can learn 
if you choose,' and he replies, c I will learn, 5 do you not see 
that can learn, means that James has the ability to learn 1 

Q. When he says, c I will learn,' does he mean that he has 
the ability, or does he simply declare his intention to learn 1 



74 INTELLECTUAL AND 

Q. If then, "one form of the verb means ability, and anoth- 
er intention, simply, is not the manner of stating actions dif- 
ferent 1 

Q. Well, now we want a name for this difference, and since 
mode means manner, grammarians have called this different 
manner of representing actions, by the name of mode. Will 
you now repeat to me what is called mode, and why it is so 
called] 

Q. ' William does play.' ' Does William play V Does the 
first phrase merely state a fact 1 

Q. Is not the second the same as the first, excepting that a 
question is asked 1 

Q. f James learns, but Thomas will play. 5 Does this sen- 
tence mean, that James and Thomas have merely the ability 
to act, or does it declare simply the facts 1 

Q. When a verb declares, or shows positively, or asks a 
question, grammarians call it the Indicative mode, because 
indicative means declaring, and mode as you have seen 
is a name given for all the forms or manners of acting. Will 
you now state to me when a verb is in the Indicative mode, 
and why 1 

Q. c James walks — walked — has walked — had walked — 
shall walk — shall have walked.' Do not all these expressions 
declare some fact 1 In what mode are the verbs in, then 1 

Q. ' James may or can swim.' Does this declare the fact 
that James does swim, or that he has the power or ability to 
swim 1 Is it in the Indicative mode then 1 
* Q. As it means power or ability, do we not want a name 
denoting power or ability 1 

Q,. Do you not know that the word potential means able, 
(from the latin word potens, signifying able 1 ) 

Q. Now then would you say that may or can swim, is in the 
indicative or Potential mode ] 

Q. c James may learn. 5 Does this imply power or ability 1 
In what mode then is it 1 

Q. c William may or can learn — might, could, should, or 



PRACTICAL GRAMMAR. 75 

would learn — may or can have learned — might, could, would, 
or should have learned.' Do these phrases declare facts or 
denote ability, power, &c. 1 

Q. Can you tell me what mode they are, then, and why 1 
Q. ' John goes out, and William may go out.' Which 
words are the verbs here 1 Heie are two different modes. — 
Which is the indicative and which is the potential 1 Why 1 

Q. 'William is a good boy, and 'Thomas may be a good 
boy also.' Which are the verbs here] What mode is each 
in, and why ! 

Q. 'If I walk.' Does this declare positively what I am 
doing] 

Q. Is it in the indicative mode then ] Does it imply that 
I have the ability to walk 1 Is it in the potential mode then 1 

Q. Does it not express a condition or doubt, whether I 
shall, or shall not walk 1 

Q. Do Ave not then want a suitable name for this mode 1 
Q. Now supposing that we take away 'if ' from the phrase, 
making it thus, I walk, would there be any doubt or condi- 
tion expressed 1 In what mode would it be then, and why ] 

Q. Do we not see then, that the doubt or condition de- 
pends on if, the word before I walk 1 

Q. Well then, since the verb must, in general, be joined, or 
subjoined, to some such words as if, unless, &c. that imply 
doubt ; and since subjunctive (from the Latin sub and 
junctum) signifies subjoined, would you then say that ' If I 
walk,' is in the Subjunctive, or potential mode 1 Why 1 

Q. f I write — If I write — I might or could write.' Here 
are three different modes, will you tell me in what mode each 
verb is, and why 1 

Q. ' Unless he reform. He does not reform. He can re- 
form.' How many verbs are there here ; in what mode is 
each, and why ] 

Q. 'James, attend to your book.' Is there any doubt or 
ability implied here, or is any thing declared positively ? 

Q. Will you then name the modes which the verb is not 
found in, and the reason why it is not! 



a 



76 INTELLECTUAL AND 



■ ! ; 5li' 



Q. c James, attend to your book.' Is not James command- 
ed to do some action 1 Does not the verb imply this 1 

Q. Do we not want a name for this mode, as well as the 
foregoing] Let us take some word that signifies command. 
When one says to you, f That you are imperatively called on 
to do thus and so,' does he mean that you are commanded to- 
do thus and so, or not 1 

Q. Well then, since imperative implies a command, in 
what mode in the phrase, ' James, attend, 5 would you say 
that attend is, and why ] 

Q. < James, study your book' — ( If James study' — c James 
can study 5 — c James studies. 5 Here are four different modes,, 
will you point out each one and tell the reason of its name] 
Q. c Mary, do study more. 5 Does this phrase imply a 
command, ability, doubt, &c. ] Does it not imply that Mary 
is entreated, or exhorted to study 1 

Q. We might then call it the entreating or exhorting mode, 
but if we should give a name to every different form, or man- 
ner of action, we should multiply modes to a numberless ex- 
tent. Hence grammarians have classed all such verbs as are 
used for commanding, exhorting, entreating, &c. under the 
head of Imperative mode. Besides, verbs used for command- 
ing are in more general use than those for exhorting and en- 
treating; will you therefore inform me in what mode verbs 
used for exhorting, entreating, &c. are, and why 1 

Q. ' William, do study. 5 ' William, study. 5 c William 
might study. 5 Here are only two modes, but three verbs ;. 
can you tell which is in the potential and which in the impera- 
tive mode, and why ? 

Q. c John may write. John will write. 5 Which are the 
verbs in these sentences ] In what modes are they ? Why 1 

Q. ' He can study. 5 In what mode is this phrase, and 
why] 

Q. c It may rain. 5 Does this imply ability, or possibility ] 

Q. ( He would go. 5 Does this imply ability, or will to go] 

Q. c He should mind his instructor. 5 J)oes this imply abil- 
ity^ or obligation, that is, what he ought to do]. 



1 



PRACTICAL GRAMMAR. 77 

Q. l He must mind his instructor.' Does this imply obli- 
gation ] 

Q. These last five examples are all considered in the po- 
tential mode, not because that mode or form of the verb al- 
ways denotes ability or power, but because it does in many 
cases, ai the name indicates. Will you inform me then, in 
what mode all verbs may be classed, that denote power, abil- 
ity, liberty, will, or obligation, and why they may be so 
classed 1 

Q. In what mode is the phrase, f James learns ]' Why 1 
Q. Is this — ' James has learned' 1 Why 1 Is this — c James, 
do improve your time' ? Why ? Is this — f John, sit still' ] 
Why ] Is this — ' You may go out to play' 1 Why 1 — Is this — 
( He can improve'? Why? Is this — c If he behave well"? 
Why ] Is this — c James, you should not do so and so' ] 
Why] Is this — 'Although I reprove him"? Why ? Is this — 
1 Mary is a good girl' ] Why ? Is this — ' Mary can become 
a good girl'? Why? Is this — 'He should be esteemed"? Why] 
Q. ' I expect to write.' Here are two verbs. Which are 
they] Why] 

Q. In what mode is the first, and why ] Does, to write, 
imply command, ability, doubt, condition, or positive declar- 
ation ] 

Q. True, it does not. Let us find a suitable name for this 
mode, there being many of this class, as to write, to speak, to 
think, &c. 

Q. When I say, ' James writes,' do we not know what per- 
son writes, and how many ] When I say, to write, to speak, 
&c. can we tell by the verbs themselves, who does the act, or 
how many ] 

Q. Well then, do we not see that to write, is not affected 
or limited either as to number or person ] Now for the name. 
Do you not know that finite, means limited, as when we say 
* man is a finite being,' do we mean that man has boundless 
and unlimited knowledge, or very limited knowledge ] 

Q. Well then, since in, put before words, as you have 
already seen, means not, what will infinite mean] 
7* 



I 



78- 



INTELLECTUAL ANi> 



Q. Now since infinitive is derived from infinite, and means 
the same, grammarians have preferred infinitive to infinite, as 
applied to modes; when then such verbs as to write, to speak, 
&c. are not limited by person and number, in what mode are 
they said to be ! You are right in giving this mode the name of 
Infinitive ; will you just tell me why such verbs have this 
name ! 

Q. c Susan begins to write.' Here are two verbs in differ- 
ent modes. Will you tell me which is the infinitive, and 
why! In what mode is the other verb, and why.' 

Q. ' William may learn to write.' How many verbs are 
tfyere here, and in what mode is each! 

Q. c John, do come to visit me.' Which of these verbs 
is in the imperative mode, and why! 
Q. Which is in the infinitive, and why! 
Q. In what mode is this phrase, ( l sing,' and why! c To 
sing,' and why! c To have sung,' and why! c William, do 
you sing' !' Why! c Thomas may or can sing,' Why ! 

Q. From the foregoing, how many modes do there appear 
to be, and what are their names ! 

Q. c James assists Charles.' Which is the verb here, and 
why! What kind, and why? In what mode, and why? What 
word is the agent or nominative, and why ! Which is the ob- 
ject, and why!. What is the gender, number, and person, of 
both nouns, and why ! 

Q. c John sails.' What kind of verbis sails, and why! 
In what mode is it, and why ! What part of speech is John, 
and why! What is the gender, number, and case, of John! 
Q. f A diligent and attentive boy will make great proficien- 
cy in his studies.' Which is the verb in this sentence, and 
why ! In what mode is it, and why ! 

Q. How many nouns are there! What is their gender, 
number, and person! Why! In what case is boy, and why ? 
Is proficiency, and why! Are there any adjectives ! Why? 
Will you compare them ! What is their degree, and why! 
To what do they belong, and what is the rule 1 

Q. Which is the article ! Of what kind is it, and why 1 To 
what does the article belong, and by what rule ! 



PRACTICAL GRAMMAR. 79f 

Q. Which is the pronoun, and why ! Is it in the nomina^ 
tive or possessive case, and why 1 What is the rule for the 
possessive case of nouns ! By what is his, governed,, and by 
what rule ! 

Q. Do we say, ' The man who,' or c the man which,' and 
why ! ' The man whom,' or c the man which/ and why ! 

Q. c The man whom I saw is drowned.' Is there a relative 
pronoun in this sentence ! 

Q. What does it stand fori What then is its gender, num- 
ber, and person ! With what does it agree, and what is the 
rule for the pronoun ! 

Q. How many verbs are there and which are they ! Are 
they active, passive, or neuter, and why ! In what mode are 
they, and why] 

QUESTIONS ON THE MODES. 

Q. What is the meaning of the mode generally imply ! 

word mode ! Q. What does imperative 

Q,. W T hat does mode mean as mean ? 

applied to verbs ! Q. What does the imperative 

Q. What does indicative mode imply ! 

mean! Q. Why are verbs denoting 

Q. Will you give an example! entreaty, classed with those 

Q. What does the word po- implying command ! 

tential mean 1 . Q. Why are verbs denoting 

Q. What does the potential liberty, will, obligation, &e. 

mode imply! classed with those that . de- 

Q. Will you give an example! note ability, or power ? 

Q. What does subjunctive Q. What does infinitive mean? 

mean ! Q. When is a verb said to be 

Q. . What does the subjunc- in the infinitive mode ! 

tive mode imply ? Q,. Will you give an example! 

Q. Will you give an example! Q. How many modes do there 

Q. What do the words before appear to be ! 

the verb in the subjunctive Q. Will you name them ! 

EXERCISES FOR THE SL.ATE Oil PAPER. 

Q. Will you write down a phrase in the indicative mode ! 
One, in the subjunctive mode! One, in the potential! One, 
in the infinitive ! One, having both an indicative and infinitive 
mode! One, having both a potential and infinitive! One, 
having both a subjunctive and infinitive ! One, having two 



80 INTELLECTUAL AND 

■ : 

nouns in the nominative, and one in the objective case, with 
an active verb 1 One, having an agent, an active verb hi the 
potential mode, an adjective in the superlative degree, and a 
neuter object 1 One, having the same meaning as the last, 
with the verb changed to the passive voice 1 One, having two 
personal pronouns 1 Four phrases having a different relative 1 
One, having whose, in it 1 Five phrases in which who and 
which, may be used, but that, more elegantly 1 One, having 
your given name correctly joined with the word book 1 One, 
having your whole name joined to the same word ] One, hav- 
ing the article, an, before a noun 1 



LESSON XXI. 

MENTAL EXERCISES. 
Q. ' Mary writes to-day, but Susan wrote yesterday. 5 Do 
Mary and Susan both write at the same time 1 

Q. The verbs, you know, are writes and wrote ; do not 
these verbs then show that actions may be performed at differ- 
ent times 1 

Q. ' James read yesterday, but Mary will read to-mor- 
row. 5 Which are the verbs here 1 Do James and Mary both 
read at the same time 1 Is there not then here also, a differ- 
ence of time, in which actions are performed 1 

Q. Well, then, it may be convenient to have a name for 
this difference, may it not 1 

Q. Since the word Tense means time, would it not be a 
good general name to denote the different times in which ac- 
tions are performed 1 

Q. The name is good for a general name, it is true, but 
we shall probably find that it will admit of several divisions. 
* John writes now, is writing now. 5 Does not this mean that 
John at the present time is writing I 

Q. Well, then, when an action is passing now, at the pre- 
sent time, shall we not call it the present tense 1 

Q. Will you repeat the reason why we call this the pres- 
ent tense ! 



PRACTICAL GRAMMAR. 81 

Q. c James wrote — has written — had written.' Do not all 
these phrases denote actions done some time ago, that is, past 
actions 1 Which then, can they properly be called, present or 
past tenses 1 

Q. ' James wrote yesterday, and Mary writes to-day.' — 
Here are two tenses, which verb is of the present and which 
of the past tense, and why ! 

Q. C I shall write — shall have written.' Do not the actions of 
both these verbs refer to time hereafter, that is, future time 1 
Would you then say that these verbs are of the present or fu- 
ture tense 1 

Q, f John plays — played — has played — had played — shall 
play— shall have played.' Here are three tenses. Which is 
the present, which are the past, which are the future 1 

Q. From the foregoing examples, how many grand divi- 
sions of time do there appear to be, and what are they 1 

Q. You are right, there are but three, properly speaking, 
for every action must be done either in the present, past, or 
future time ; but when I say, ' James wrote well yesterday, 
has written well to day, had written well some time ago,' 
does there not appear to be some difference in the time of 
performing the past actions 1 

Q. Well, then, to be accurate, we must notice this shade of 
difference, must we notl 

Q. c James wrote.' Is this in present or past time 1 — 
Does it however specify any particular period of past time, as 
yesterday, last month, or last year 1 

Q. ' James was writing when I saw him.' Does this mean 
that James had or had not, done writing when I saw him 1 

Q. Does it then indicate an action unfinished and incom- 
plete, or one finished and complete 1 

Q,. Now since imperfect means not perfect, but incom- 
plete, grammarians have classed all such actions as take place 
in time indefinite, with those which remain unfinished or in- 
complete, in a certain past tense, and given to both the name 
of imperfect; a name as you have seen, peculiar only to the 
latter. Will you now, in order that you may not forget, tell 



OZ INTELLECTUAL AND 

me in what tense such actions are, as take place in time past 
indefinite, as ' I walked, I slept ! ' 

Q. In what tense are those which remain unfinished or in- 
complete, in a definite time past, as ' James was reading ! 

Q. Will you put both of these illustrations together, and 
tell me when actions are said to be in the imperfect tense ! 

Q. c James labors now, and labored some time ago, yester- 
day, perhaps. 5 Here are two verbs and two different tenses. 
Which is the present, and why ! Which is the imperfect, and 
why! 

Q. f John sails — was sailing.' Which is the present, and 
which the imperfect tense, and why ! 

Q. There is an easy way of distinguishing these two tenses. 
If you can put the word now, after the verb, without destroy- 
ing the sense, it is the present tense ; if yesterday, it is the 
imperfect; thus, ' I swim,' is present tense ; for I can say, 
'I swim now.' f I swam,' — this is imperfect, for c I swam 
yesterday' makes good sense. Will you remember this ! 

Q. Will you tell me then what tense, " I run,' is in 1 
( I jump V ' I hopped V .'< I fought !' 

Q. c Peter ciphered yesterday and has ciphered to-day.' 
Are not both the acts of ciphering in past time ! 

Q. Which refers most nearly to the present time ! 
Q. Does has ciphered, mean that Peter had or had not 
done ciphering! 

Q. If the action is finished, without reference to any par- 
ticular time, you know that it is called the imperfect tense, 
do you notl 

Q. Has ciphered, then, cannot properly be called the im- 
perfect tense, for it refers to time present, does it not ! 

Q. Well, then, since has ciphered, denotes an action as 
past and complete, with reference to present time, and since 
perfect means complete, would you say that has ciphered, is 
in the imperfect, or perfect tense ! 

Q. If I should ask you why has ciphered is in the perfect 
tense, would you say because it not only refers to what is 
past, but also to present time, or because it denotes past 
time indefinite! 



PRACTICAL GRAMMAR. 83 

Q. c I eat — ate — have eaten.' Here are three different 
tenses. What are they, and why are they so called! 

Q. Have you not noticed that have and has, are the 
signs of the perfect tense ! thus, ' I have learned/ ■ he has 
learned/ &c. 

Q. C I write — wrote— have written.' In what tense is 
each of these phrases, and why ! 

Q. f James loved.' In what tense is loved 1 Why! 
Q. 'Peter wept.' In what tense is the verb in this sen- 
tence ! Why ? 

Q. ' Peter has wept.' What tense is this! Why! 
Q. c The thief had escaped before they missed their goods.' 
Q. Are there not here two acts, both done in past time ! 
Q. Which was done first ! Is not missed in the imperfect 
tense ! 

Q. Well, then, is not had escaped, used in reference to 
past time, or the imperfect tense ? 

Q. Is the perfect tense used in reference to past time or 
present time ! 

Q. Well, if the perfect is used in reference to present 
time, and had escaped refers to past time, or the imperfect 
tense, does not had escaped then refer to an action more 
remote than the perfect? 

Q. Since pluperfect, (from the Latin plus, more, and 
perfectus, perfect,^ signifies more than the perfect, what 
would you call that tense which denotes past time before 
another past time ! 

Q. Pluperfect is a very proper name. If I should ask you 
why you call f had loved,' 'had written, &c.' the pluperfect 
tense, would you say because it denotes past time before 
another past time, or simply because it denotes past time ! 

Q. ( Sophia had left before John came.' How many verbs 
are there here * 

Q. One verb is in the pluperfect, and the other is in the 
imperfect ; can you tell which is the one, which the other ! 
Q. Do you not see that had is the sign of the pluperfect ? 
Q. ' Ebenezer plays— played — has played — had played.' 






ii 



84 INTELLECTUAL AND 

I 

Here are four verbs, and four different tenses ; will you point 
out to me each tense, and tell me why it is so called 7 

Q. f John will come.' Does this refer to an action that is 
past, or to come hereafter, that is, in some future time ? 

Q. Future signifies something that is to come; will not 
future, then, be a good name for this term? 

Q. What tense then will you say the verb is in, when 
the act is to take place hereafter 7 

Q. If you were asked why, would you not say, because 
future means time to come 7 

Q. In what tense is, c James had come,' and why ? Is c Su- 
san will learn,' and why 7 Is ( Mary shall come,' and why ? 

Q. Do you not perceive that shall and will are the signs 
of the future tense 7 

Q. In what tense is this, c The bench is made 7' Is this, 
e The bench was made 7' Is this, i The man shall give 1' Why! 
Q. c I shall have learned my lesson before the teacher 
comes.' Does this mean that I have already learned my les- 
son, or that the teacher has already come 7 
Q,. Is either action then, in past time 7 
Q. Does it mean that the lesson is now learned, or that the 
, teacher is now come ? 

Q. Is either action properly speaking then in the present 
tense 7 

Q. Does it mean that I shall learn my lesson, and that the 
teacher is to come hereafter 1 

Q. Does it not also mean, that the act of learning the les- 
son, is to precede the time of the teacher's coming 1 

Q. Does not, shall have learned, also specify when, or be- 
fore what time, the act is to happen 1 

Q. Since this form of expression, shall have learned, be- 
sides denoting future time, specifies a time certain, and as we 
have already had one future tense, would you call this simply 
a future or a second future tense ? 

Q. Do you not notice that shall have or will have, may b 
the sign ol this tense ? 

Q. In what tense is this phrase, c James writes'7 Why 1 I 



PRACTICAL GRAMMAR. 



85 



this — f James sung' ] Why ? Is this — c William has laughed"? 
Why] Is this — c Birds will sing' ] Why 1 Is this — c The man 
will have been hung' ] Why ] Is this — c The sun will rise' 1 
Why ] Is this— c The sun will have risen' 1 Why ] Is this— 
< I have come'] Is this— C I had wept'] Why] Is this— 'Thom- 
as was singing' ? Is this — f The dog has barked' ] Is this — c He 
may or can learn now' ] Is this — c He would study in spite of 
me' ] Is this — f If I have learned' ? Is this— ' If I learned' ] 
Is this — < I do learn now' ? Is this — c Do I learn now ?' Is 
this— < I will learn' ] Is this— c Willi learn' ! Is this— c They 
have learned' ] Is this — c Have they learned' ] Is this — c She 
did learn' ] Is this — c Did she learn' ] 

QUESTIONS ON THE TENSES. 



Q. What is the meaning of the 
word tense ] 

Q. How many grand divisions 
of time are there ] 

Q. What are they ? 

Q. Will you give an exam- 
ple of each ? 

Q. What are the more accu- 
rate divisions of time ? 

Q. How many are there ? 

Q. What is the meaning of 
present time ? 

Q. How may the present 
tense be distinguished ] 

Q. What does the imperfect 
tense denote ] 

Q. Why is it called imper- 
fect] 

Q. How may it be distin- 
guished ] 

Q. Will you give an exam- 
ple ? 

Q. What does the perfect 
tense denote ] 

Q. Why is it called perfect ] 



Q. Will you give an example] 

Q. What is the sign of this 
tense] 

Q. What does the pluperfect 
denote ] 

Q. Why called pluperfect] 

Q. Will you give an exam- 
ple ] 

Q. What is the sign of this 
tense ? 

Q. What does the first future 
denote ] 

Q. Why called future ] 

Q. Will you give an exam- 
ple ] 

Q. What is the sign of this 
tense ? 

Q. What does the second fu- 
ture denote ? 

Q. Why called second fu- 
ture] 

Q. Will you give an exam- 
ple ] 

Q. What is the sign of this 
tense ] 



EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you write down a phrase having a verb in the pres- 
ent tense 1 One, having a verb in the imperfect ] One, hav - 
8 



■ m 



86 INTELLECTUAL AND 

ing a verb in the perfect tense ! One, having an agent, an 
active verb in the perfect tense, and an object after it? One, 
having a verb in the pluperfect tense ! One, having an agent, 
a neuter verb in the potential mode, and present tense ! One, 
having a pronoun of the first person singular, in the nomina- 
tive case, also a verb in the indicative mode, present tense, 
having an object after it ? One, having a pronoun of the first 
person plural, nominative case, and a verb in the future indic- 
ative, an article, an adjective in the superlative degree, and a 
neuter object! Write one, having the subjunctive mode, fu- 
ture tense ! One, containing an article, an adjective, and an 
active verb in the indicative mode, present tense, and a mas- 
culine object ! 

LESSON XXII. 

MENTAL, EXERCISES. 

Q. c The sun gives light.' Is there an article here! Is it 
definite or indefinite ! Why 1 To what does it belong, and by 
what rule ! 

Q. There are two nouns in the sentence, which are they 1 
Why are they nouns ! What is their gender, and why ! Num- 
ber, and why ? Person, and why] 
• Q. Which is the agent or nominative ! 

Q. What does the sun give 1 What is the object then 1 In 
what case is light then ! 

Q. Which is the verb and why ! Have we not already found 
the object! 

Q. Is the verb active, passive, or neuter! Why! Does it 
simply indicate or declare ! In what mode is it then ? 

Q. Can we say that, < The sun gives light now !' In what 
tense then is it? 

Q. c William strikes him.' Here are three different parts 
of speech, will you tell me what they are ! 

Q. Why is him, a personal pronoun ! What is its gender, 
number, and person 1 Why ! 



PRACTICAL GRAMMAR. 87 

Q. What does it agree with, and what is the rule ! 

Q. What or whom, does William strike ! 

Q. What then is the object of strikes ! 

Q. True, him is the object, or objective case, and we 
know that, simply by declining he. Will you decline he ! 

Q. Well, then, since him is the object of the action deno- 
ted by gives, is it a fact that active verbs do have an objec- 
tive case, or that they do not ! 

Q. Active verbs then must have an object, would it not be 
natural, therefore, to lay down, as a rule, that active verbs 
must have an objective case ! 

Q. Hence if I should ask you what word him, in the ob- 
jective case is governed by, in the phrase, c William strikes 
him, 5 what would you say, and what rule would you give ! 

Q. I will now, for the sake of convenient reference, state 
the rule, and will you repeat it ! 

RULE VI. 

The objective case is governed by active verbs. 

Q. Well, then, since we have this rule to guide us in de- 
termining the object of the verb, would you say, ' I love he/ 
or him! Why ! < I love them,' or they ! Why ! < William 
assists she, 5 or her? Why! ' The man who, 5 or whom I 
saw! 5 Why? 'Charles may love he, 5 or { may love him 5 ! 
Why! ' He honors thou, 5 or thee! Why! ' He commends 
we, 5 or us? Why ! < He will surpass yours, 5 or you! Why 1 
' Thomas will marry her, 5 or she ! 5 Why ! 

Q. What is the object, and the rule for it, in this phrase, 
( John loves me ! 5 In this, c Charles follows Thomas! 5 In this, 
f William calls Charles! In this, < They persecuted us ! 5 In 
this, c A merchant had passed the street door ! 5 In this, ' Wil- 
liam may admire Mary ! 5 In this, ' He praised himself! 5 In 
this, ' They neglected him! 5 In this, c They could have regard- 
ed it! 5 In this, 'Israel loved Joseph! 5 

Q. ' I received my books. 5 Which are the pronouns here! 
Which is the verb ? Is it active, passive, or neuter ! Why 1 



83 INTELLECTUAL AND 

What is its mode and tense 1 Which is the noun 1 What did 
I receive 1 In what case is books, then 1 By what is it gov- 
erned, and what is the rule 1 

Q. c She despised reproof. 5 How many parts of speech 
are there here, and what are they ? What did she despise ? 
In what case then is reproof, what is it governed by, and by 
what rule ? 

Q. c They deceived themselves.' Whom or what did they 
deceive 1 In what case then is themselves ? By what is it 
governed, and by what rule 1 

Q. e An industrious man will obtain a livelihood.' What 
is the rule for an ? For industrious 1 For a 1 For liveli- 
hood ? 

Q. c Susan's brother will visit me.' What is the rule for 
Susan's 1 For me 1 



LESSOR XXIII. 

MENTAL. EXERCISES. 

Q. c William found James playing, laughing, jumping, and 
hopping.' Whom or what did William find ? Is found then an 
active or neuter verb ? 

Q. Are there not several other words in the sentence denot- 
ing actions 1 What are they 1 Some of these words describe 
James. Will you tell me whether it is the word found, that 
describes James, or the words playing, laughing, jumping, 
and hopping 1 

Q. ' I found Thomas catching fish.' Which word de- 
scribes, here 1 

Q. But does not the word catching also denote action ? 

Q. Well, then, if it describes, like an adjective, and also 
denotes action like a verb, can it be classed, properly, with 
either 1 

Q. Hence we see that we shall want a name for these 
words, and others of a similar character. We have seen that 



PRACTICAL GRAMMAR. 8$ 

they are partly like adjectives, and partly like verbs, and 
since participle, (from the Latin word particeps,) signifies 
partaking of, would not this be a good name for these and 
other words, which partake of the nature of the verb and ad- 
jective] 

Q. C I saw Mary weeping-.' Which word describes here] 
Is not weeping the participle then ] 

Q. ' James is running and crying for help.' Which are 
the participles here, and why ] Do they denote something do- 
ing now / In what tense then, are they ? • 

Q. Have you not noticed that this present participle ends 
in ing, as hating, loving, &c.] 

Q. Do you not perceive also that it is formed from a verb, 
thus, from hate, comes hating, love, loving, &c] 

Q. Will you form a present participle from see] From 
worship ] From sit ] From think ] 

Q. ' Jacob worshipped, leaning on his staff.' Here are 
two phrases, Jacob worshipped, and leaning on his staff ; but 
which describes Jacob, or rather his condition at the time ] 

Q. Hence not only single participles, but the whole phrase 
of which the participle makes a part, describes, does it not] 
Q. f The comet seen in 1823, will return again.' Will re- 
turn, you know, is the verb, but which word is the participle 
in the describing phrase, seen in 1823 ] Is it not the word 
seen '! 

Q. Can you tell me whether the word seen denotes an ac- 
tion past and finished, or one not past and finished ] 

Q. If then it denotes an action finished and complete, in 
any past time up to the present, thereby resembling the per- 
fect tense of verbs, will you say that seen, is a present or per- 
fect participle] 

Q. f Admired and applauded he became vain.' Which 
words are the perfect participles here ] 

Q. c The man having slept soundly awoke.' Does the 
phrase, having slept soundly, describe the man or rather the 
condition in which he was] What part of speech, then, is 
having slept ? S* 



90 



tNtEtuttCTUJCL AND 



■ 



■ 
I 

HI 



■% 



Q. What is having, without slept 1 Is it not a present par- 
ticiple 1 Is slept a present or perfect participle ? Well, then, 
having slept, taken together, is compounded of two participles, 
the one present, and the other perfect, would you then call it 
simply a perfect participle, or a compound perfect participle 1 

Q. Do you not notice that having, is the sign of this par- 
ticiple ? 

Q. c Thinking, thought, having thought.' Here are three 
participles, which is the present, and why ? The perfect and 
*vhy ? The compound perfect, and why 1 
_;~ Q. ' James was studying and learning. 5 Do studying and 
learning describe or refer to James 1 

Q. If these participles describe like adjectives, will they 
not belong to nouns, in the same manner as adjectives 1 

Q. Would you not then say, that studying and learning, 
ought to belong to the noun James 1 

Q. Lest you may forget that participles belong to nouns, I 
will state the rule. Will you repeat it 1 
RULE VII. 
Participles belong to nouns. 

Q. c The sun approaching melts the snow.' What is the 
rule for the 1 For approaching 1 Is not snow the object of 
melts 1 What then is the rule for snow 1 

Q. f James found him hanging on a tree.' What is the 
agent of found ? Found whom ? What then is the rule for 
him ? 

Q. What is the rule for hanging 1 

Q. What is the gender, number, and person, of tree, and 
why % 

Q. c James striking his brother, hurt him exceedingly.' 
Whom did he hurt! What then is the rule for him] Whom 
did James strike 1 

Q. Well, then, since striking denotes action, and has an 
object or objective case after it, like an active verb, would you 
infer that active participles govern an objective case like active 
verbs or not ? 



PRACTICAL GRAMMAR. 91 

Q. True, they do, and therefore I will give you a rule for 
it. Will you repeat 

RUL.E VIII. 
The objective case may be governed by active participles. 

Q,. c The thief was eating his breakfast when his pursuers 
caught him.' What was he eating ? In what case is break- 
fast 1 What is the rule for breakiast, it being after the parti- 
ciple eating 1 

Q. Who was eating 1 To what then does eating belong or 
refer ? What is the rule for it 1 

Q. What is the object of caught ? In what case then is 
him 1 

Q,. By what is it governed, and what is the rule 1 

Q. C I saw running streams and flying clouds.' What do 
running and flying describe 1 To what do they belong, and 
what is the rule 1 

Q. 'William shot a squirrel eating nuts.' What did Wil- 
liam shoot 1 What then is the object of shot, and by what is 
this object governed 7 

Q. Which word is the agent 1 What does eating refer to ? 
What then is the rule for eating 1 What did the squirrel eat * 
By what is nuts governed 1 



LESSON XXIV. 

QUESTIONS ON THE PARTICIPLE. 

Q. What is the meaning of Q. What are their names 1 

the word participle 1 Q. What is a present partici- 

Q. Why does it have this pie ? 

name ? Q. Will you give an example! 

Q. Does a participle de- Q. What does it generally end 

scribe ? inl 

Q. How then can you distin- Q. What is a perfect partici- 

guish it from an adjective pie ! 

by the sense 1 Q. Why does it have the 

Q. How many participles are name of perfect ? 

there 1 



I 



I,.'.. 

■ 



92 INTELLECTUAL AND 

Q. What is the compound will make sense joined with 

perfect participle ] having, is it a compound or 

Q. Why does it have this a perfect participle ? 

name ] Q. From what are partici- 

Q. What is the sign of a com- pies derived 1 

pound perfect participle ? Q. Will you form a present 

Q. If any participle, when participle from despise ] 

having is not joined with it, from mourn ? delay] 

EXERCISES FOR THE SLATE OR PAPER, 

Q. ( I went on to the review ground and saw the people 
there eating, drinking, playing, marching, exercising, buying, 
selling, running, forming lines, marching, riding, disputing, 
fighting, fiddling, dancing, singing, walking, scattering, and 
leaving the ground.' How many participles are there, here, 
what does each one belong to, and what is the rule for each ] 
Q. Will you write a phrase having ten different participles, 
and tell me the rule for each ] One, having an agent, verb, 
and object, but eight different words, being participles? Give 
the rule for each of them. Six phrases having the same par- 
ticiples, but different agents, different verbs, and different ob- 
jects in each ] One, having four participles, each agreeing 
with a noun, and governing an object likewise] Will you 

write twenty objects to this phrase, c Thomas is cutting V 

Write twenty different participles to this, ( James is 

Charles]' Twenty different agents to this, c is learning'] 

Will each one in the class see which can write the most sen- 
tences each containing an agent, a verb, an object, and a par- 
ticiple agreeing with the agent ? Which will write the most, 
each sentence containing an agent, verb, and participle agree- 
ing with the object of the verb ] Write one having an arti- 
cle, adjective, agent, verb, and object] Will you now tell the 
rule for each word in the sentence ? Will you write a sen- 
tence containing a personal pronoun, and tell the rule for it ? 
One, having a relative pronoun in it, and tell the rule for its 
agreement 1 One, having an active verb ? Write the same 
meaning, but change the verb to the passive ] Write a neuter 
verb] Six sentences in the indicative mode, each having a dif- 
ferent tense 1 Write one in the imperative mode ] One, in 
the potential 1 One, in the subjunctive 1 One, in the infinitive] 



PRACTICAL GRAMMAR. 93 

LESSON XXV. 

MENTAL, EXERCISES. 

Q. When I say, C I love, 5 do I mean that I love now! In 
what tense then, is, ' I love?' 

Singular Pronoun, Present Tense. 
Do Ave say, ( I loves,' or I love? 
Do we say, thou love, or thou lovest 1 
Do we say, he, she, or it, love, or he, she, or it, loveth 
or loves 1 

Plural Pronouns, Present Tense. 
Do we say, we loves, or we love 1 
Do we say, ye or you loves, or ye or you love T 
Do we say, they loves, or they love ! 
Q. When Thomas says, c I loved yesterday,' in what tense 
is ' I loved V 

Singular Pronouns, Imperfect Tense. 
Do we say, I lovedst, or I loved ? 
Do we say, thou loved, or thou lovedst ? 
Do we say, he, she, or it, lovedst, or he, she, or it, loved ? 

Plural Pronouns, Imperfect Tense. 
Do we say, we lovedst, or we loved 1 
Do we say, ye or you lovedst, or ye or you loved 1 
Do we say, they lovedst, or they loved 1 
Q. Of what number and person is II Is thou 1 Is he, she, 
and it 1 Is we 1 Is ye or you 1 Is they 1 

Q. Will you repeat these pronouns, by saying them in this 
order, viz : the first, second, and third persons singular, then 
the first, second, and third persons plural 1 

Q. Will you repeat them, in this order, with the verb love ? 
With the verb hate ! With desire? With hope 1 With walk 1 
With loved 1 With walked T With desired ! 

Q. Do we say, ' Thou have,' or ' thou hast a book V f Thou 
had,' or c thou hadstabookl' c Thou shall,' or c thou shalt 
have V < Thou will have,' or ' thou wilt have V ' Thou mayst 



94 INTELLECTUAL AND 

have/ or ' thou may have V i Thou mightst, couldst, wouldst, 
and shouldst, 5 or * thou might, could, would, and should V 

Q. You have probably not forgotten the order of the pro- 
nouns above; will you join them as before, to 'have writ- 
ten to-day ] ' 

Q. Do you recollect what tense, have, is the sign of 1 Do 
you recollect what tense, had, is the sign ofl In what tense 
then is, c I had written 1 ' 

Q. In what tense is, ' I shall write V Is c I shall have writ- 
ten I 5 

Q,. Will you join the pronouns as before to i had 

written 1 To < had lived ?' To ' shall or will write 1 \ 

To c may or can write V To ' might, could, would, 

or should write 1 ' 

Q. Do not might and could write, imply ability, power, 
&c 1 In what mode then are they 1 

Q. Do you not recollect that if, unless, &c. by implying 
doubt, were the signs of the subjunctive mode 1 

Q. Which would you say, ' If he study, 5 or if he studies I 5 
c If he study,' is right, because we have seen that when the 
pronouns are joined to it, the verb is not generally varied.— 

Will you then join the pronouns to the phrase, f If study/ 

and not change its ending ! To this c Unless learns 1 5 

Q. Do you not recollect that have, had, shall, and will, are 
the signs of the different tenses of the indicative mode 1 

Q. Do they or do they not, then, help to show these differ- 
ent tenses 1 

Q. Well, then, since auxiliary, means helping, would you 
or would you not, call such verbs as help to show the differ- 
ent modes and tenses, auxiliary verbs 1 

Q,. The verb whose tense the auxiliary shows, being the 
principal verb, is consequently called so. Which then is the 
auxiliary and which the principal verb in this sentence, 
' James will ride 1 ' In this, ' James has written 1 ' 

Q. When the auxiliary verbs are used with the principal, 
may it not be said that they form a compound of two or more 
words or verbs 1 



PRACTICAL GRAMMAR. 95 

Q. Would you then call such tenses, as are formed by two 
or more verbs, simple or compound tenses 1 

Q. Is this, ' James has loved,' a simple or compound 
tense 1 

Q. Is this, <I havel' 

Q. Do you recollect the signs of the potential mode 1 If 
you do not, turn back and see — What are theyl Are they 
auxiliary, or principal verbs ? 

Q. Which is the principal verb in the following phrase, 
1 James might have been loved V In this, ' James shall have 
loved P * 

Q. Will you join the pronouns as above to this phrase 
< may lovel' To this, < might lovel' 

Q. Do we say, ' They is,' or, c They are'? < William 
strikes,' or c William strike' ? ' One man runs,' or ' One man 
run' 1 ' Two men runs,' or c run' ? 

Q When we say, c One man runs,' what letter does runs 
end in 1 When we say c two men run,' what letter does run 
end in 1 

Q. When we say c The boy rims,' is the agent singular or 
plural 1 When then the agent is singular, do we say run or 
runs] 

Q. When we say, c The boys run,' is the agent singular or 
plural! When then the agent is singular, as c Boy runs,' does 
the verb end in s, or does it not ? When the agent is plural, 
as < The birds fly,' does the verb end in s, or does it not 1 

Q. Is then the ending of the verb varied or governed by the 
agent, as it regards number, or is it not ? 

Q. Do we say, ' He write,' or ' he writes' ! f I write,' or 
6 1 writes' ! 

Q. When we use he, we say c he writes,' but when w T e use 
I, we say, c I write,' but are not I, and he, of different per- 
sons 1 

Q. Well then, is the verb varied as the person of the agent 
varies, or is it not ? 

Q. If then the verb varies as the nominative or agent va- 



! ■ 









INTELLECTUAL, AND 



ries in number, also as this varies in person, does or does not 
the agent or nominative, govern the verb in these re- 
spects 1 It is important to remember this; I will therefore 
state it in the form of a rule. Will you repeat 

RTJXE IX. 

I 

The nominative case governs the verb in number and per- 
son. 

Q. Well then, if the nominative case governs the verb in 
number and person, is the verb governed by the nominative 
case, in number and person, or is it not 1 

Q. Well, when you wish to account for the ending of a 
verb, or rather to account for the fact of the verb's being va- 
ried, so as to agree with the nominative in number and per- 
son, would you say that the verb agrees with its nominative 
in number and person, or that it does not agree 1 It is impor- 
tant to remember this fact also : will you therefore repeat 
RULE X. 

A verb agrees with its nominative case in number and 
person. 



LESSON XXVI. 

MENTAL EXERCISES. 

Q. Notwithstanding you admit the fact that the verb is 
varied to suit the nominative, still it is not always true. Are 
not, ' I love/ and f they love,' equally correct 1 You may ask 
then, how you shall know 1 Can you or can you not tell by 
joining the pronouns with the verbs as above! Will you join 
the pronouns to, c love 1 ' 

Q. When you say, c I love,' c thou loves t,' c he loves,' how 
docs th£ verb end in each phrase] Are these pronouns sin- 
gular or plural % 

Q. When then we join these pronouns with the verbs, and 
make sense, ought the verbs to be considered singular or 
plural 1 

Q. c I write.' Is write, singular or plural 1 ' Thou writest.' 



PRACTICAL GRAMMAR. 97 

Is writest, singular or plural 1 If I should ask you why, would 
you not say, because its agent is 1 

Q. 'We wrote/ ' ye or you wrote, 5 c they wrote. 5 How 
does the verb end here 1 Would you call these verbs plural 
because their agents are plural } 

Q. < I wrote, 5 ends also in e, do then the plural verb 
and the verb joined with I, end alike 1 

Q. c He writes and thou writest. 5 What do both verbs 
end in here 1 Are these agents singular or plural 1 Are the 
verbs then singular or plural 1 

Q. How many different persons of the pronouns are there, 
in the phrases, c Thou writest and he writes V Can you not 
tell then, whether the verb is singular or plural, by joining the 
different pronouns with them 1 

Q. ' I love. 5 What number is f love I 5 c They love,' what 
number is 'love, 5 here, and why 1 ' Thou lovest, 5 c he loves. 5 
Lovest and loves, end differently because their agents are of 
different persons. What person is he 1 Is thou] Would or 
would it not, be proper to say lovest is of the second person, 
and loves of the third, since their agents are of these persons 
and their endings different 1 

Q,. Can we not tell the persons of verbs also, by joining 
their pronouns, as above 1 

Q. Hence do we learn, that verbs in themselves consider- 
ed, have person and number or that they have these properties 
merely on account of their connexion with their agents 1 

Q. ' James stands. 5 W'hat is the number and person of 
stands 1 Why 1 Is it not because James is of the third per- 
son, and singular number] 

Q. Well, then, does or does not, stands, agree with James 
in number and person 1 

Q. Do you recollect the rule for the agreement of the verb 
with its nominative or agent 1 Will you repeat it 1 

Q. 'John has sung. 5 What is the number and person of 
' has sung, 5 and why ? What does it agree with then, and 

what is the rule ? 

9 



98 



INTELLECTUAL AND 



i 



Q. c The bird will fly.' What does c will fly/ agree with, 
and what is the rule 1 

Q. c Thomas hurts.' What is the number and person of 
c hurts,' and why 1 With what does it agree, and by what 
rule 1 Who is it that hurts 1 What then is the agent of hurts'? 

Q. The agent of hurts being the nominative case, that go- 
verns hurts, would you or would you not say, that Thomas is 
the nominative case to hurts 1 

Q. What rule would you give for Thomas, then 1 

Q. c She learns.' What does she do 1 To what then is she 
the nominative case 1 What rule would you give for this nom- 
inative case 1 What is the number and person of learns, and 
why 1 What does it agree with then, and by what rule ? 

Q. c Peter makes a whistle.' What does Peter do] To 
what then is Peter the nominative case ? What is the rule ? 

Q. Who makes 1 What then must be the number and per- 
son of makes 1 Why ? 

Q. With what does makes agree, and what is the rule 1 

Q. What does Peter make ? What then is the object, or 
objective case! What is whistle governed by, and what is the 
rule 1 What is the rule lor the article, a ] 

Q. Will you first repeat to me the parts of speech, and 
then the rules for each of the words, in the following sen- 
tences, as I read them to you ! 

c Mills grind corn.' 

c Israel loved Joseph.' 

c Peter made a cart.' 

c He shuns strife.' 

'The teacher loves good boys.' 

c Oxen draw carts.' 

< Birds fly.' 

c Horses run.' 

c A dutiful child will obey his 
parents.' 

c William can open the win- 
dows.' 



f Idlers should receive re- 
proof.' 

1 The man who loves virtue 
will practise it.' 

1 George will learn his lesson.' 

' I will respect my teachei 
though he chide me.' 

< A scholar who intends to im- 
prove his time, will mine 
his business.' 



PRACTICAL GRAMMAR. 



99 



QUESTIONS ON PRONOUNS JOINED WITH 
VERBS. 



Q. Will you join the nomina- 
tive pronouns of each per- 
son to ' love' 7 To 

< desire' ? To c 

loved" ] To < have lov- 
ed"? To * sleep, 5 in 

the perfect tense 1 To ' 

said/ in the pluperfect 

tense ] To < strive,' in 

the first future ? To < 

see,' in the second future ] 

To c may or can see'l 

To ' might, could, 

would, or should see' 1 

Q. In what mode is the last 
phrase 1 

Q. Will you join the pro- 
nouns to 'If have sent'] 

Q. How can you tell a sin- 
gular from a plural verb ? 

Q. How can you tell one per- 
son from another ] 

Q. When a noun is in the no- 
minative case, to what part 
of speech is it the nomina- 
tive ] 



Q. What is the rule for the 
nominative ] 

Q. What do verbs agree 
with ] 

Q,. What is the rule for them] 

Q,. Why does the verb agree 
with its nominative in num- 
ber and person 1 

Q. Do verbs have number 
and person in themselves 
considered ] 

Q. On what account then are 
they said to have these pro- 
perties 1 

Q. What is the rule for the 
indefinite article ] 

Q. What is the rule for the 
definite article ] 

Q. What is the rule for the 
adjective] 

Q. What is the rule for the 
pronoun ] 

Q. What are the rules for par- 
ticiples ] 

Q. What is the rule for the 
objective case after a verb ] 



*©®©** 



LESSON XXVII. 

MENTAL. EXERCISES. 

Q. ( See, saw, seen.' Would you say, ■ I seen him/ or'I 
saw him ] ' * I had saw him,' or ' I had seen him ] ' 

Q. Is seen, a participle or a verb ] Is saw, a verb or parti- 
ciple ] Hence do you not see that seen, must not be used for 
the imperfect tense ] 

Q. ' Do, did, done.' Would you say > ' I did it well/ or ' I 
done it well,' and why ? ' I wrote,' or ' I written,' and why ? 
' I have saw,' or ' I have seen him V ( I had saw,' or c I had 
seen, and why t 



100 



INTELLECTUAL AND 



I 



I 

i ; 



Q. Must you or must you not, use the participle with have 
and had 1 

Q. Do we say, ' I have done it,' or ' I have did it, 5 and 
why 1 l She had did well, 5 or c she had done well,' and why 1 
Q. If you are a small boy, or even a large one, is it not 
more than probable that you make mistakes in using these 
words 1 Do you not say sometimes when speaking quickly, 
c I done it mother V Is this correct 1 What would be cor- 
rect, and why 1 Would you say, f I have done, 5 or ( I have 
did, 5 and why 1 

Q. We cannot say, 'I have did thus, 5 but C I did thus, 5 is 
correct. Hence if we can use have, is it a verb, or is it not 
rather a participle 1 Do we use the participle for the imper- 
fect tense, or do we not ! 

Q. Well, now, since you can tell by joining have, which is 
the participle and which is not, will you tell me which is cor- 
rect to say, f He gave, 5 or c he given ? 5 

Q. Can we join have, with gave, and make it sound well, 
thus, ( He have gave V 

Q. Would you say, C I drove, 5 or C I driven I 5 Why! '1 
have drove, 5 or ' I have driven 1 5 

<v Q. c Lead, led, led. 5 Can we not say, c I led, 5 and c I have 
led ? 5 Hence you see that participles and the imperfect tense, 
are sometimes alike, but if you know what the imperfect 
tense is, can you or can you not tell, whether the participle is 
the same by joining have with it] 

Q. Would you say, c They lay down, 5 or c they lain down, 5 
and why % 

Q,. Would you say, c They have lay, 5 or l they have lain, 5 
and why 1 

Q. Would you say, c William runs fast, 5 or ' run fast, 5 and 
why! 

Q. Would you say, c She has ran, 5 or c she has run, 5 and 
why! 

Q. Would you say, c He took him, 5 or ' he taken him,' and, 
^yhyl 



mkCfWAtJ c3&tofcAfe7 101 

Q. Would you say, ' He has took/ or c he has taken/ and 
whyl 

Q. Would you say, ' He has tore, 5 or ' he has torn/ and 
whyl 

Q. Would you say, c She torn/ or c she tore the book/ and 
why] 

Q. Would you say, c She strove/ or 'she striven/ and 
why] 

Q. Would you say, ' They sat here/ or c they sit here/ and 
why 1 

Q. Would you say, ' They stole it/ or ' they stolen it/ and 
why ? 

Q. ' Set, set, set.' Set, means to place, as to set a thing 
down ; but sit, sat, sat, means to occupy a seat, as * William 
sits in his chair/ we set a chair for others to sit in. 

Q. It is common to hear good speakers, inadverten tly no 
doubt, misapply these words. I will now see if you can use 
them correctly. Would you say — 

'James sets here, or sits here] ' ' The hen has set and hatched, 
c James sat here, or set here]' or has sat and hatched]' 

'James has sit here, or has sat 'The hen is sitting, or setting]' 

here ] ' ' The trap is set, or sat ] ' 

' James set, or sat his trap]' ' The squirrel sets, or sits ©n 
' The hen sits,* or sets to that tree i' 

hatch ] ' ' The man is setting, or sitting 

upright]' 

Q,. Would you say, ' I have began, or 'have begun]' — 
' She began' or begun ] ' Why ] 

Q. Would you say, 'They have borne/ or 'they have 
bore the corpse away V ' They bore, or they borne it away ?' 
• You bade him be still/ or ' you bid him be still 1 ' 

Q. Another mistake, which occurs with good speakers 
more frequently perhaps than any other, is the wrong pro- 

* As the patridge sittetk on eggs and hatcheth them not, so he 
that getteth riches, not by right, shall leave them in the midst of 
his days. — Jeremiah, xvn. 11. 

9* 



102 INTELLECTUAL AND 

nunciation of the word get, as git for get.* I will now ex- 
amine you a little with regard to this word get. ' Get, got, 
got.' Would you say, c James, git,' or 'get your placel' 
1 Get you to bed,' or ' git you to bed!' c I cannot git,' or 
c I cannot get on my boots! ' Git away,' or 'getaway!' 
c Thomas why do you not git up,' or ( why do you not get 
up!' 

Q. c James has written his copy.' What has he written ! 
To what then, and by what rule, is James in the nominative 
case ! Who has written ! What then does has written agree 
with! What, i§ the rule! What did James write ! What 
then is the objective case, and what is the rule ! Will you 
join the pronouns to 'has written' ! You cannot say, ' I has,' 
but you must begin to say, ' I have written.' What pronoun 
do you join with has written! What then is the number and 
person of has written ! Why ! Is it not because he, or James, 
being the agent or nominative, is of the third person singular ! 

Q. Will you join all the pronouns to ' have written,' 

except he, and when you come to that, put William instead of 

a* 

Q. Join all the pronouns to, ' wrote,' except they, 

and use boys in its place ! 

Q. Join all the pronouns except he, she, and it, to ' 

have learned,' and use girl, in the place of them! 

Q. Would it or would it not, be convenient to have a name 
for joining the pronouns together as above! 

Q. Now since conjugation ffrom the Latin con, together, 
andjwgo, to join, or yoke,) means joining together, would 
not conjugation be a good name for thus joining the pronouns 
and verbs together, throughout all their modes, tenses, num- 
bers, and persons,, thereby showing the different endings, &c.! 

Q. Well, then, if I ask you to conjugate love, forinstance v 
do I or do I not, mean that you are to join the pronouns to 
the word love! Will you then conjugate love! Conjugate 

* Most teachers, in a few days, would find ample proof <of the 
truth of this statement, by allowing their pupils to correct, as well 
as to be corrected. 



PRACTICAL GRAMMAR. 103 

desire ! Have loved! Shall have loved! May or can love! 

If love ! Might, could, would, or should love ! Am ! 

Was ! Have been ! Shall or will be ! Have run, and use 
Mary for she ! May or can swim, by using boys for they ! — 
Have made, by using any noun you please for she ! Am, by 
using a noun for they! Am, by using a noun for it! Am 
loved, and use a noun for it ! Use a noun with hath been 
loved ! 

Q. c James has been punished.' Who has been punished! 
To what then is James the nominative case ! By what rule ! 

Q. Conjugate, has been punished, by using James in its 
proper place. Qt what person and number do you find the 
verb to be, and why ! What is the rule for its agreement ! 

Q. You have learned that the nominative case is the 
agent, this is true, but this is not all. When I say, ' James 
strikes Charles,' which is the agent or nominative! To what 
is it the nominative case ! What is the rule ? Which word is 
the object and by what is it governed! What is the rule for 
its government ! 

Q. c James strikes Charles,' then Charles is struck by 
James. Does Charles then, receive the action, in the last 
phrase! Is not Charles the object then! True, Charles is, 
but can we say Boys is ! Do we not say, Charles, or he is ! 
Do you not see then, that Charles governs the verb is ! 

Q. Well, then, may or may not every name or noun, that' 
governs the verb, be considered the nominative case to the 
verb, whether it be the agent or the object ! 

Q. True, it may ; hence do you or do you not see, that the* 
nominative «ase may be sometimes the agent, and sometimes 
the object! 

Q,. c William is wise.' Can we say, c William are ! ' — 
What then governs is ! To what then is William nomina- 
tive ? 

Q. What is the rule for William! What are the rules for 
i$, and wise ! 

Q. You have the impression, perhaps, that verbs- merely 



104 INTELLECTUAL AND 

i'i 

tell what the nouns do, and no more, but it is time that we 
become more particular. ' James is at home.' Does or does 
not this mean that James does any thing at home 1 Does it 
mean any thing more than that James exists, lives, or has a 
being, at home ? 

Q. ' James rests.' 'James sleeps.' Does this imply ac- 
tion, or does it not simply imply being, or existence, in a 
certain state 1 

Q. Active verbs, you know, carry an action to an object, 
passive verbs, denote an action received, and neuter verbs 
have no object after them; some neuter verbs, as we have 
just seen, imply simply being or existence ; now, then, since 
active, and passive, and some neuters, imply action, and 
some neuters merely existence or being, would you say, in 
defining verbs, that they merely tell what the nouns do, or 
that they denote action or being 1 

Q. Will you repeat this definition of a verb 1 

Q. c James is loved. 5 Does or does not, is loved, denote 
an action received ? 

Q. Is it, or is it not, a verb then? 

Q,. Who is loved ? What then is the nominative to is 
loved! 

Q. Again, do we ever say, ' James are loved 5 1 

Q. Does then or does not, James govern, that is, deter- 
mine, whether we are to use is, or are T 

Q. What then, does is loved, agree with ? 

Q. c Troy was.' Does or does not, was, denote that Troy 
once existed 1 

Q. What part of speech then, is was, and why 1 

Q. c I am at home, thou art at home, he is at home, we are 
at home, I was at home, thou wast at home, they were at home, 
I have been at home, I shall be at home.' How many prin- 
cipal verbs are there in these nine phrases ? Why are they 
verbs 1 Do you not see that the same verb is used in each 
example, and that it is only varied to express difference in 
time ? 



PRACTICAL GRAMMAR. 105 

Q. Does this verb denote action, or simply the fact of be- 
ing at home 1 Is it active or neuter then 1 

Q. This word am, is an important little word, and because 
it denotes being, as you have seen, it has hence been called 
the verb to be, that is, to exist. Will you just repeat to me 
those nine words. above, which constitute this verb to be, such 
as am, art, &c.1 

Q. ' Mary loves her mother. 5 Then the mother is loved by 
Mary. Is loved, you know, is a passive verb, but if we take 
away is, from the phrase, mother is loved, will it or will it 
not, then stand, the mother loved ? 

Q. 'James was seen by Thomas. 5 Is or is not, was seen, 
a passive verb ? 

Q. Is or is not, was, a part of the verb to be ? 

Q. c See, saw, seen. 5 Is seen, a participle or a verb 1 

Q. What kind of participle is it 1 Is it perfect or present T 

Q. Do you not see that the perfect participle, of any active 
verb, joined with the verb to be, makes it passive 1 

Q. c Strike, struck, struck. 5 Can we not by putting is, be- 
fore struck, make a passive verb ? What will the passive 
verb be 1 

Q. c Shake, shook, shaken. 5 Have been, you know, is the 
perfect tense of the verb to be, can we then or can we not, 
make the same tense in the passive, by putting the perfect 
participle, shaken, with have been 1 What will the passive be] 

Q. If the passive verb is always composed of the verb to 
be, and the perfect participle of some active verb, will it or 
will it not, be difficult to distinguish a passive verb ! 

Q. Will you make a passive verb with the following verb 

to be, c James is ! 5 With this, c I may or can be ? 5 

' She shall or will be 1 5 With this, and leave out 5 at 

home ; 5 £ James was at home ? 5 

Q. Will you now inform me of what two things a passive 
verb is compounded, and how it may always be formed 1 

Q. If in forming the passive verb, you use the present 
tense, of the verb to be, as is hated, in what tense will the 



■ !j| 



106 INTELLECTUAL AND 

passive verb be 1 Will or will it not, be in the same tense as 
the verb to be ] 

Q. True, it will, hence it cannot be difficult to tell the tense, 
and mode of the passive verb, for they will be determined by 
the mode and tense of the verb to be. Consequently, if she 
may or can be, is the present, potential, of the verb to be, is 
or is not, may or can be loved, the present potential, passive? 
Q. 'Evil communications corrupt good manners.' How 
many adjectives are there in this sentence 1 Why are they 
adjectives 1 

Q. Will you compare them? Are they regular or irregular? 
Why! 

Q. What is their degree ] Why] 

Q. How many nouns are there ] Why are they nouns 1 
What is their gender, number, and person ? Why ] 

Q. What do communications do ? To what then is com- 
munications the nominative case 1 By what rule ? 

Q. What corrupt good manners ] What then does corrupt 
agree with 1 By what rule 1 

Q. What do evil communications corrupt 1 What then is 
the objective case, by what is it governed, and by what rule! 
Q. Does the verb, corrupt, here, indicate a fact ] In what 
mode then is it 1 

Q. Do not communications corrupt, now] In what tense 
then is the verb ] 

Q. Will you conjugate corrupt, using communications in its 
proper place ? 

Q. In what number and person do you find corrupt to be ] 
Why ] 
Q. What did you say that it agreed with ] 
Q. Would it not be proper to have a particular name for 
this process of taking up each of the words in a sentence, tell- 
ing what part of speech it is, giving an account of its forma- 
tion and variation, its agreement with, and its govern- 
ment of, other words ? 
Q. Parsing is a word derived from the Latin pars, a part, 



PRACTICAL GRAMMAR. 107 

and signifies resolving a sentence into its elements or parts of 
speech, as we have done in the ahove example ; will not this 
be a good name for our purpose ] 

Q. ' James study now.' Does study, imply a command or 
an entreaty ] In what mode then is it? Who is commanded to 
study 1 What then does study agree with, and what is the 
rule? 

Q. The nature of the imperative mode is to command or 
entreat ; but can we command or entreat a person, to-day, to 
do a thing or action yesterday ] Whenever a person com- 
mands, must then or must not, the time when the command 
is given be the present tense or time ] 

Q. When I say, ' John, go and get some wood/ do I not 
speak to John] 

Q. When we command, must we or must we not, always 
speak to some one ] 

Q. What person is the person spoken to ] 

Q. Well, then, is oris not the imperative mode always con- 
fined to the present tense and the second person ] 

Q. Will you parse the following sentences : 

| A good boy loves study.' 'The man whoml saw hasfled.' 

' John may play.' 'William, whose brother I saw, 
'Philosophers may flourish.' is dead.' 

' Good people detest vice.' 'I saw the wild animals which 
' If I love him.' they caught.' 

1 1 love the man who practices 'They saw the fox catching a 
virtue.' goose.' 

Q. ' If he does learn.' ' If he do but learn.' In what mode 
are these verbs 1 Why ] 

Q. Hence do you not see that we can say, ' If he does, 
and if he do,' sometimes varying the endings of the verb, and 
sometimes not! You may, perhaps, ask, 'How shall I 
know]' In reply, I will ask you whether this phrase, ' If he 
do but learn,' implies doubt or condition whether he learns 
now, or hereafter, that is, in future time] 

Q. Hereafter ; well then, when future time and doubt are 
both implied, do we or do we not, vary the endings of th« 
verb in conjugating it 1 



108 INTELLECTUAL AND 

Q. Right, we do not. In this case we have the word but, 
as a sign. In phrases, however, without but, when future 
time and doubt, or contingency, are implied, would it make 
any difference 1 

Q. How then would you, conjugate, c do touch,' in this 
phrase, f If he do but touch V c Slay, 5 in this phrase, 'Though 
he slay me V 

Q. 'If she is but sincere, then I am happy. 5 Does this 
mean, ( If she is now sincere, then I am happy V Is there fu- 
ture time then ? 

Q. Well, then, is not the verb, to be, varied as usual! 
Q. How then would you conjugate am ? 
Q. c If she be but sincere, then I shall be happy. 5 Is there 
or is there not, implied in the first part of this sentence, both 
future time, and doubt 1 

Q. Do you not notice that in one case we use c be,' and in 
the other ' is, 5 c are, 5 &c 1 

Q. Which do we use, when future time and doubt, are 
implied 1 

Q. c If thou be afflicted, repine not. 5 Why is c be,' used 
here rather than c are 5 1 

Q. c Though he is poor, He is happy. 5 Why do we use f is 5 
here, rather than ' be 5 ? 

Q. ' No power, except it were given him from above. 5 
Why ' were, 5 and not ' was 5 1 

Q. < If I were to write, he would not regard it. 5 Why c were, 5 
and not ' was 5 ? 

Q. c Though he was rich, yet for our sakes he became 
poor. 5 Why c was,' and not c were "! 

Q. You know that in certain cases, c be,' is not varied to 
agree with different persons, and that it is used for c am,' c art,' 
&c. We do not change all verbs thus as you may have seen, 
this change is confined to the present and imperfect tenses, of 
the verb ' to be,' and these, like others, do not in general, va- 
ry their endings. Do we ever say, f If thou were!' Do we 
not say, ' If thou wert V 



PRACTICAL GRAMMAR. 



109 



Q. Do you or do you not see, from the foregoing, that the 
imperfect tense is varied only to agree with the second per- 
son ' thou' ? 

Q. Will you conjugate, ' If I were' 1 < If I be' ] ' If I was 5 ] 
« If I am' ] 

Q. c Though an angel were to address you.' Why f were' ? 
Why not 'was'] 

QUESTIONS ON THE CONJUGATION OF THE 
VERB. 



Q. How many variations are 
there of tin's verb ] Will 
you repeat them ] 

Q.How is a passive verb 
lormed ] 

Q. What is its mode and 
tense always like ? 

Q,. Is the verb f to be' an ac- 
tive or neuter verb ] 

Q. Why is it neuter ] 

Q. Will you form a passive 
verb with ' am' and ' loved,' 
and conjugate it ] 

Q. Will you conjugate any 
passive verb that you can 
think of in the imperfect 
tense? In the perfect] In 
the pluperfect! In the pres- 
ent potential ! In the pres- 
ent indicative active ! 

Q. Will you conjugate ' am,' 
in the present ] In the po- 
tential ] 

Q . How many tenses and per- 
sons has the imperative 
mode, and why ] 

Q. When is the ending of the 
verb not varied ? 

Q. When do you use 'be,' 
and ' were,' for ' am,' and 
' was,' &c. 

Q. Will you tell why the following expressions are wrong, 
and correct them, as I read to you 1 
10 



Q. Do we use the participle 
or verb for the imperfect 
tense ] 

Q. Why is ' I did it,' correct, 
rather than ' I done it ] ' 

Q. Do we use the participle 
or verb with 'have' and 
' had 1 

Q. What is the meaning of 
the word conjugation ] 

Q. What does it mean as ap- 
plied to verbs ] 

Q. Will you conjugate Am ] 
Love] Walk] 

Q. Will you conjugate the 

imperfect tense of love] 

am ] hate ] 

see ] desire ] 

Q,. Will you conjugate the 
pluperfect of c love,' by us- 
ing boys in its proper 
place ] 

Q. Does an object ever be- 
come the nominative case ] 

Q. How then can you tell the 
nominative case ] 

Q. What is the most accu- 
rate definition of verb ] 

Q. What is the meaning of 
the verb 'to be]' 



110 



INTELLECTUAL AND 



'A old horse. 5 

< They is. J 
'They comes.' 
'She wilt hear. 5 

( The men runs/ 

e A ox draw.' 

c The man go by. 5 

C I is very well. 5 

c Great pains is needful 1 5 

c James write yesterday. 5 

c William wrote now. 5 

c A girls run 5 

c Him that came. 5 

c How dost thee do, Samuel. 5 

< Art thee well V 

' Has thee been home'? 5 

c Them that seek wisdom shall 

find it. 5 
c Git me a book. 5 
C I saw him teaching she. 5 
c William's book was loosed. 5 



c I love he and she. 5 

c He admires she. 5 

c Whom do come] 5 

c The girls does run.' 

c Do the girl run ] 5 

' They have did it. 5 

c The boy sets here. 5 

c The hen is setting. 5 

c The man to who I gave the 

book! 5 
f Shall them that oppress the 

poor be prospered I 5 
c I did saw him teaching. 5 
c Did I seen him weeping 1 5 
c Sinners is unhappy. 5 
c Is sinners unhappy V 
c The man which comes. 5 
c The most great pains has 

been taken. 5 
c The most properest to be 

said. 5 



EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you write ten different phrases, each containing 
an article, adjective, and noun ] 

Q. Now will you make each one of the nouns, which you 
have written down, do some thing] 

Q. Next, will you write what they do, for objects 1 

Q. Will you write phrases enough to embrace all the per- 
sonal pronouns ] Enough to embrace all the relative pro- 
nouns ] 

Q. Six phrases having the same nominatives, but different 
verbs in the indicative mode, and the same objects? Write 
the same meaning and change the verbs to passive] Four, 
having the same nominatives, but the verbs different, and 
neuter ] Twenty different nominatives to this ' is run- 
ning] 5 Thirty different, objects to this, ' James is catching 

• ] 5 Twenty different participles to this, ' James is 

Thomas ] 5 Six phrases having a potential mode in each ? 
Write the same in the form of questions ] Six in the subjunc- 
tive mode ] Forty having the pronoun c I, 5 and the verb * to be, 5 



PRACTICAL GRAMMAR. 



Ill 



in each ] Forty different verbs in the infinitive mode ? ' I am 
the man whom you saw.' 'The soul that sinneth shall 
die.' ' Moses* rod became a living serpent.' 'Washington 
was esteemed a great patriot.' I will now class each word 
in the last four sentences, as a model for you, when I require 
you to do the same. 



Verbs. Pr. Per. Pr. Rel. I Adj. Part. 

Am I Whom Great Living 

Saw J You That 

Sinneth 

ShalJ die 

Became 

Was esteemed 



Q. Will you class, on your slate, the words in the follow- 
ing sentences, in the same manner ] 

'Johnson's Dictionary.' ' The best man is the happiest 
man.' c They will come.' 4 Susan has learned her lesson.' 
' I will begin.' c James is trying to come.' 'Mary will be re- 
spected.' ' I saw the boys running, playing, and jumping.' 
'William found my pocket-book.' 'Did William find my 
pocket-book'] 'Who comes'] 'William.' 



Art. 


Nouns. 


The 


Man 


The 


Soul 


A 


Moses' 


A 


Rod 




Washington 




Patriot 




Serpent 



LESSON XXVIII. 

MENTAL EXERCISES. 

Q. Having explained to you the different modes, tenses, 
numbers, and persons of verbs, I will, in the next place, give 
you a general and concise view of the whole, to which you 
can at any time refer. 



112 



INTELLECTUAL AND 



I I 



6> S 

J£ 4) 



* 1 iij2j2 S 2S2 



111 



c .- . c .2 . 

fc.C u ;t,C-o 
c .q ^-.s o - _--b 






a a 

55 55 



a a 

55 55 



H 
Q 
O 

M 

a 



s s 

o o 



B C -» 



O^rt -«3 « s " cS 

so £u =5 *3 |o 






55 55 & & to 

W W W g W 

K K K a a 

H H H H H 





ij « 


S 




H 


E -^ 


Q 




Q 




O 




O 


hould 
ruck, 
hould 


a 






-I -x 1 c E o S 


W 


1 £ 


H? 


•go°o«oo 


► 


2 o 

— J3 


^ 


■Z « 2 3 « « § a 


M 


"S e 


M 


■ can be 
Charles 
could, w< 
Charles 
can hav 
Charles 
could, vv 
Charles 




S.«tS 
£o "G 


O 


I may or 

by 
I might, 

by 

I may oi 
by 

I might, 
by 


S3 

1-5 

PQ 
1? 




- 


55 to 55 55 


to 55 




« w H y 


% 


w w 




a a a a 




5 B 




H ■ H H H 




H H 









Sf-ESfSS-SE-S 
55 = 2 "5 - 2| _§ s 2 



•gS-ES-SS^S SS £S 



S ? a ^ 

5 * 1 « s i g * 

MkJUiJ 



III! 

il is 



urns 



&,.$&, a. 



ai 4 



PRACTICAL GRAMMAR. 113 

s «3 & 



©.£0 33 
-H 33 -t* *S 8 
« vT^S Co 

3 © s o 

*. | 2 g 2 33 ^ ^ S 3 

c ^ £^= . W3 OB O ^ 



pC *"3o _ < rD 

H . 7^ cc o o ^ 



2 l o » 



H W 5 » ZX — S3 

*** ~ S. .* r< .* ^ ^ t/2 33 ^ 

g £ *5 £ ^ n £ a 

S M 

M y S w way 



c x 2 «j c tc£ 

£3* s e.= a 

«- 3 "- rl -2 2-2 

is IS §**;»** 

o "f Is 2 £ 

* H * £ £ 

I £ III £w 3'£J. 

10* 




114 INTELLECTUAL AND 

QUESTIONS, 

TO BE ANSWERED BY LOOKING ON THE TABLE. 

Note. — The above table need not be repeated at first ; but it is 
expected that the scholar will hereafter become so familiar with the 
different modes and tenses, as to be able to do it fluently. It is to be 
read thus : Indicative mode, Present active, Chailes strikes, me at 
home, then Pres. Pass. I am struck, at home, and Pres. neut. I am, 
at home. The imperfect is to be rea\d across in the same manner, 
omitting, perhaps, the mention of the mode, till you come to it in 
the table. 

Q. Will you now read the entire Table, including the sub- 
junctive mode, varied through all the tenses of the indicative 
and potential modes, by using c loves,' as a principal verb in 
the place of ' strikes' 1 Will you read the Table by using 
'desire,' in place of strikes'! By using ' see'! By using < hate'] 
By using ' bind' ! By using £ catch' ! By using ' walk' ! Can 
you use walks and say, ' Charles walks,' me at home, and 
make sense ! 

Q. Can you put an object after walks ! Is walks then an 
active or neuter verb ! Hence do you or do you not see, that 
when you cannot use, f me at home,' after the verb, that it is 
neuter ? 

Q. If you can use the whole phrase, what kind of a verb will 
it be ! Will it then be difficult to tell an active from a neuter 
verb ! 

Q. Is c strike,' an active, or neuter verb ? Is e desire' ! Is 
' sleep' ! Is ( am' ! Can you put, c me at home,' after ' I am'! 
Is it then neuter or active ? 

Q. You cannot put an object after, ' am loved,' but is ' am 
loved,' neuter ? How then can you tell a passive from a neu- 
ter verb ? 

Q,. Does not a passive verb denote an action received by 
the nominative, and cannot you turn a passive into an active 
verb, as well as an active into a passive ! 

Q. Can you tell me by looking on the Table, in what mode 
and tense this phrase is found, viz. ' I shall be beaten/ and 
whether it is active, passive, or neuter! 



PRACTICAL GRAMMAR. 115 

Q. Where is this iound, ' I shall be'1 Is this, « If I be' ? 
■ If I be disposed' 1 Are these, c I strike, thou strikest, he or 
Charles strike th or strikes' ? Is this, c Thou struckst' ? Is 
this, ' Thou hadst struck' 1 Is this, ' He«ghall or will strike' ? 
Is this, * Thou shalt have struck' 1 Is this, ' Thou mayest or 
canst jump' 1 Is this, ' Thou mightst, couldst, wouldst, or 
shouldst leap' 1 Is leap active or neuter 1 Why ? 

Q. How can you ascertain this! 

Q. Is c may be,' active or neuter ? Can you put, £ me' after 
' be'1 

Q. This is a good test, you must try to remember it. When 
you put, ' me at home,' after a verb, are you sure that it is 
not neuter ! 

Q. Do you notice, in the Table, that the passive verb is in 
every respect similar to the active, with this exception, it has 
one word more ? 

Q. Will you read the Table interrogatively, thus, ■ Does 
Charles strike me at home!' W T ill you read it interrogative- 
ly by using ' love' ? 



LESSON XXIX. 

QUESTIONS 

TO BE ANSWERED WITHOUT LOOKING ON THE TABLE. 

Q. Will you conjugate ' strike,' in the indicative mode, 
present tense ! The present passive ! The present of the verb 
' to be' ? The present with * do,' as, c I do strike' ! The im- 
perfect with < did' ! The perfect of ' love' ? The perfect pas- 
sive of ' love' ? The perfect of < to be' 1 The imperative of 
1 love' 1 The present potential neuter of < be' 1 

Q. What is the imperative passive of c see' 1 Of c hate' 1 
Q. Will you tell me what kind of verb, in what mode, and 
in what tense, c I am,' is 1 In what mode and what tense is 
'Thou art' 1 Is, c Thou art loved"? Is, C I do strike' 1 Is, 
• Thou didst strike' ! Is, ■ William has struck' 1 Is, < William 
has been' ! Is, < William has been struck' 1 Is, < Strike thou'! 



1 1 

I 

f. 

■I M 



116 INTELLECTUAL AND 

Is, ' Be thou struck'] Is, ' The girls have been"? Is, ( The 
girls had been loved 5 ! Is, ' A man shall be' ! Is, f A man 
shall be hung' ! Is, ' A man shall hang' ? Is, ' Mary shall have 
sung' ? Is, ' Thou ma^st or canst be' ? Is, ' Thou mayst or 
canst be taken' ! Is, ' James might love' ! Is, ' I could love' ! 
Is, ' She should love' ! Is, ' They would love'! Is, ' If I love'? 
Is, 'If I be"! Is, 'If I beloved'l Is, ' Although thou hast 
been despised' ? Is, ' Unless he had come' ! Is, ' If I am' 1 
Is, ' If I were' ? Is, ' Were I able' ! Is, ' Except he go' ! Is, 
'He must go'! Is, 'Thou must go'! Is, c To go'! Is 'To 
be' ! Is, ' To be loved' ? Is, ' To laugh' ! Is, ' If the dog 
could have been killed' ? Is, ' If the cat could scratch' ! Is, 
' If men shall have lived' ? Is, ' Living' ! Is, ' Having been' ! 
Is, ' Having been loved' ? Is, 'Being loved' ! Is, ' Do Hove'! 
Is, ' Have I loved' ! Is, ' Shall I be' ! Is, ' May I be loved' ! 
Is, ' Shall I have been loved' ! Is, ' May I write'! 

Q. Will you now begin and repeat the whole Table by 

using ' love,' instead of ' strike' ! Will you repeat the whole 

Table, interrogatively, by using ' write,' instead of ' strike' ! 

Q. Will you repeat the whole Table by conjugating the 

verb ' love' in each tense as you proceed ! 

Q,. Have you noticed that any word Avhich will run in the 
above Table is a verb ! 

Q. If it cannot be made to run in the passive, is it active 
or neuter! 

Q. Will you repeat the Tablo by conjugating 'see,' for 
'strikes'! 

Q. Will you conjugate ' desire' through the Table ? 
Q. Can you say ' Charles sleeps me at home ! ' Is sleeps, 
active then ! Have you not seen that if you cannot put ' me 
at home,' after a verb, that it is neuter ! 

Q. This is true in almost all cases, but the verb f to be' 
sometimes, will admit, ' me at home,' thus ' he took it to be 
me at home.' I will explain this to you hereafter; it will 
however lead into no mistake ; for do you not know that the 
verb ' to be' is always neuter ! 



PRACTICAL GRAMMAR. 117 

# 

Q. Will you conjugate c go 5 1 Can you put < me at home' 
after ' go' 1 Is it active or neuter then ? But is it not correct 
to say * He is gone' ? What two verbs compose c is gone' 1 

Q. Does, or does not then, the neuter verb ' go', admit of 
a passive form 1 

Q. Well, let us see if it is really passive. Does it denote 
an action received by an agent 1 Can you put an agent after 
■ is gone', and make sense as we can with c is loved' thus ; 
{ He is loved by John' 1 Can we say, ' He is gone by — ', any 
person or thing 1 

Q. Do you not see from this, that c is gone', is not really 
passive 1 It will be well then to distinguish such verbs from 
those that are really passive, will it not ? 

Q. We have seen that they are passive in form, but neuter 
in meaning, would then or would not, neuter passive, be a 
good term for such verbs'? 

Q. c James is come.' ' James is loved.' Here are two 
verbs ; which is really passive, and which is in fact neuter, 
being passive only in form, that is, neuter passive ? 

Q. ' William went before I left.' c William was gone. 5 
c William was found by his father.' Here are three verbs ; 
which is neuter passive, and which simply neuter, and why 1 
Which really passive, and why 1 

LESSON XXX. 

MENTAL, EXERCISES. 

Q. Now since you understand, in substance, the conjuga- 
tion of active, passive and neuter verbs, I will spread out be- 
fore you all the different persons of verbs, accurately adjus- 
ted, together with all the different tenses, modes, &c. that in 
case you should doubt respecting the ending of any particu- 
lar verb, you may have something to refer to as a guide. 



US 



INTELLECTUAL AND 



VERB TO BE. 

INDICATIVE MODE.— Present Tcnte. 
Singular. Plural. 



1 I am. 

2 Thou art. 

3 He, she or it is. 



1 We ore. 

2 Ye or you are. 

3 They are. 
Imperfect Tense. 



1 I was. 1 We were. 

2 Thou wast. 2 We or you were. 

3 He was. 3 They were. 

Perfect Tense. 

1 I have been. 1 We have been* 

2 Thou hast been. 2 Ye or you have been. 

3 He hath or has been. 3 They have been. 

Pluperfect Tense, 

1 I had been. 1 We had been. 

2 Thou hadst been. 2 Ye orvcu had been. 
3. He had been. 3 They had been. 

First Future Tense. 

1 I shall or will be. 1 Wo shall or will be. 

2 Thou shalt or wilt be. 2 Ye or you shall or will be. 

3 He shall or will be. 3 They shall or will be. 

Second Future Tense. 

1 I shall have been. 1 We shall have been. 

2 Thou wilt have been. 2 Ye or you will have been. 

3 He will have been. 3 They will have been. 

IMPERATIVE MODE— Present Tense. 
2 Be thou, or do thou be. 2 Be ye or you, or do ye be. 

POTENTIAL MODE.— Present Tense. 

1 I may or can be. 1 We may or can be. 

2 Thou mayst or canst be. 2 Ye or you may or can be. 

3 He may or can be. 3 They may or can be. 

Imperfect Tense. 



1 I might, could, would, or 

should be. 

2 Thou mightst,couldst,wouldst, 

or shouldst be. 

3 He might, could, would, or 

should be. 



1 We might, could, would, or 

should be. 

2 Ye or you might, could,would, 

or should be. 

3 They might, could, would, or 

should be. 



Perfect Tense. 

1 I may or can have been. 1 We may or can have been. 

2 Thou mayst or canst have 2 Ye or you may or can have 

been. been. 

3 He may or can have been. 3 They may or can have been. 



PRACTICAL GRAMMAR. 119 

Pluperfect Tense, 

1 I might, could, would or 1 We might, could, would, or 

should have been. should have been. 

2 Thou mightst.couldst,wouldst, 2 Ye or you miirht,could,wou!d, 

or shouldst have been. or should have been. 

3 He might, could, would, or 3 They might, could, would, or 
should have been. should have beea. 

SUBJUNCTIVE MODE.— Present Tense. 

1 If I be. 1 If we be. 

2 If thou be. 2 If ye or you be. 

3 If he be. 3 If they be. 

Imperfect Tense. 

1 If I were. 1 If we were. 

2 If thou wert. 2 If ye or you were. 

3 If he were. 3 If they were.* 

INFINITIVE MODE. 

Present Tense, To be. Perfect, To have been. 

PARTICIPLES. 

Present, Being. Perfect, Been. 

Compound Perfect, Having been. 
ACTIVE VERB. 

INDICATIVE MODE.— Present Tense. 

1 I Love. 1 We love. 

2 Thou Invest. 2 Ye or you love. 

3 He, she, or it loveth or loves. 3 They love. 

Imperfect Tense. 

1 I loved. 1 We loved. 

2 Thou iovedst. 2 Ye or vou loved. 

3 He loved. 3 They loved. 

Perfect Tense. 

1 I have loved. 1 We have loved. 

2 Thou host loved. 2 Ye or you have loved. 

3 He hath or has loved. 3 They have loved. 

Pluperfect Tense. 

1 I had loved. 1 We had loved. 

2 Thou hadst loved. 2 Ye or you had loved 

3 He had loved. 3 They had loved. 

First Future Tense. 

1 I shall or will love. 1 We shall or will love. 

2 Thou shalt or wilt love. 2 Ye or vou shall or will love. 

3 He shall or will love. 3 They shall or will love. 

*Tke remaining tenses of the Subjunctive, are varied like the 
Indicative and Potential Modes. 



120 



INTELLECTUAL AND 



Second Future Tense. 

1 I shall have loved. 1 We shall have loved. 

2 Thou wilt have loved. 2 Ye or you will have loved. 

3 He will have loved. 3 They will have loved. 

IMPERATIVE MODE. 

2 Love thou, or do thou love. 2 Love ye or you, er do ye love. 

POTENTIAL MODE.— Present Tense. 
1 I may or can love. 1 We may or can love. 

% Thou mayst or canst love. 2 Ye or you may or can love. 

3 He may or can love. 3 They may or can love. 

Imperfect Tense. 



1 I might, could, would, or 1 

should love. 
2. Thou mightst,couldst,wouldst, 

or shouidet love. 
3 He might, could, would, or 

should love. 



We might, could, would, or 
should love. 

2 Ye or you might, could, 
would, or should love. 

3 They might, could, would, or 
should love. 



Perfect Tense. 

1 I may or can have loved. 1 We may or can have loved. 

2 Thou mayst or canst have • 2 Ye or you may or can have 

loved. loved. 

3 He may or can have loved. 3 They may or can have loved. 

Pluperfect Tense. 

1 I might, could, would, or 1 We might, could, would, or 

should have loved. should have loved. 

2 Thoumightst.couldst,wouldst, 2 Ye or you might, could,would, 

or shouldst have loved. or should have loved. 

3 He might, could, would, or 3 They might, could, would, or 

should have loved. should have loved. 

SUBJUNCTIVE MODE.— Present Tense. 

1 If I love. 1 If we love. 

2 If thou love. 2 If ye or you love. 

3 If he love. 3 If they love. 



1 If I loved 

2 If thoulovedst. 

3 If he loved. 



Imperfect Tense. 

1 If we loved. 

2 If ye or you loved. 

3 If they loved. 



INFINITIVE MODE. 
Present, To love. Perfect, To have loved 

PARTICIPLES. 
Present, Loving. Perfect, Loved 

Compound Perfect, Having loved. 



PRACTICAL GRAMMAR. 121 

PASSIVE VERB. 

INDICATIVE MODE.— Present Tense. 

1 I am loved. 1 We are loved. 

2 Thou art loved. 2 Ye or you are loved. 

3 He is loved. 3 They are loved. 

Imperfect Tense. 

1 I was loved. 1 We were loved. 

2 Thou wast loved. 2 Ye or you were loved. 

3 He was loved. 3 They were loved. 

Perfect Tense. 

1 I have been loved. 1 We have been loved. 

2 Thou hast been loved. 2 Ye or you have been loved. 

3 He hath or has been loved. 3 They have been loved. 

Pluperfect Tense. 

1 I had been loved. 1 We had been loved. 

2 Thou hadst been loved. 2 Ye or you had been loved. 

3 He had been loved. 3 They had been loved. 

First Future Tense. 

1 I shall or will be loved. ] We shall or will be loved. 

2 Thou shalt or wilt be loved. 2 Ye or you shall or will be 

loved. 

3 He shall or will be loved. 3 They shall or will be loved. 

Second Future Tense. 

1 I shall have been loved. 1 We shall have been loved. 

2 Thou wilt have been loved. 2 Ye or you will have been lov- 

ed. 

3 He will have been loved. 3 They will have been loved. 

IMPERATIVE MODE. 

2 Be thou loved, or do thou be 2 Be ye or you loved, or do ye 
loved. beloved. 

POTENTIAL MODE.— Present Tense. 

1 I may or can be loved. 1 We may or can be loved. 

2 Thou mayst or canst be lov- 2 Ye or you may or can be lov- 

ed, ed. 

3 He may or can be loved. 3 They may or can be loved. 

Imperfect Tense. 

1 I might, could, would or 1 We might, could, would, or 

should be loved. should be loved. 

2 Thoumightst,couldst,wouldst, 2 Ye or you might, could, 

or shouldst be loved. would, or should be loved. 

3 He might, could, would, or 3 They might, could, would, or 

should be loved. should be loved. 

11 



122 



INTELLECTUAL AND 



Perfect Tense. 

1 I may or can have been lov- 1 We may or can have been 

loved. 

2 Ye or you may or can have 
been loved. 

3 They may or can have been 



canst have 



ed. 

2 Thou mayst or 

been loved. 

3 He may or can have been 

loved. loved. 

Pluperfect Tense. 

1 I might, could, would, or 1 We might, could, would, or 
should have been loved. should have been loved. 

Thou mightst, couldst,wouldst 2 Ye or you might,could, would, 



lov- 



or shouldst have becfn 
ed. 
3 He might, could, would, or 
should have been loved. 



or should have been lov- 
ed. 
3 They might, could, would, or 
should have been loved. 



SUBJUNCTIVE MODE.— Present Tense. 

1 If I be loved. 1 If we be loved. 

2 If thou be loved. 2 If ye or you be loved. 

3 If he be loved. 3 If they be loved. 

Imperfect Tense. 

1 If we were loved. 

2 If ye or you were loved. 

3 If they were loved. 

Perfect Tense. 

If I have been loved. 1 If we have been loved. 

If thou hast been loved. 2 If ye or you have been loved. 

If he hath or has been loved. 3 If they have been loved. 

Pluperfect Tense. 

If I had been loved. 1 If we had been loved. 

If thou hadst been loved. 2 If ye or you had been loved. 

If he had been loved. 3 If they had been loved. 

First Future Tense. 
If I shall or will be loved. 1 If we shall or will be loved. 

If thou shalt or wilt be loved. 2 If ye or you shall or will be 

loved. 
3 If he shall or will be loved. 3 If they shall or will be loved. 

Second Future Tense. 

1 If I shall have been loved. 1 If we shall have been loved. 

2 If thou shalt have been loved. 2 If ye or you shall have been 

loved. 

3 If he shall have been loved. 3 If they shall have been loved. 

INFINITIVE MODE. 
Present Tense, To be loved. Perfect, To have been loved. 

PARTICIPLES. 



1 If I were loved. 

2 If thou wert loved 

3 If he were loved. 



Present, Being loved. 

Compound Perfect, 



Perfect or Passive, Loved. 
Having been loved. 



PRACTICAL GRAMMAR. 123 

MENTAL EXERCISES. 

Q. ' I see, I saw, I have seen.' Which word is the partici- 
ple here, 'saw 5 or 'seen' ] Which is the imperfect tense, 
' saw* or ' seen' ] Are they alike ] 

Q. ' I loved, I have loved. 5 Are the imperfect tense and 
perfect participle alike here? Does the verb Move, 5 appear 
to be more regular in this respect, than the word ' see 5 \ 

Q. ' I hate, hated, have hated. 5 Or Pres. hate, Imp. 
hated, Per. Par. hated. Does 'hate' form its imperfect 
tense and perfect participle by adding d or ed to the present, 
{ hate 5 ] 

Q. Pres. honor, Imp. honored, Per. Par. honored. — 
What do you add to ' honor 5 here, to form its imperfect tense, 
and perfect participle ] 

Q. Do you not now see that the imperfect tense, and per- 
fect participle, of some verbs, are alike, and some unlike ] 
Also that some are formed by adding d or ed to the present, 
as ' honor, 5 and some not, as c see. 5 

Q. Well, then, when the imperfect tense and perfect parti- 
ciple are alike, and formed by adding d or ed to the present, 
are they or are they not, more regular in these respects, than 
those verbs which are formed differently, such as ' see, saw, 
seen, 5 and ' write, wrote, written' ! 

Q. Would you then call such verbs as are formed by adding 
II or ed to the present, regular, or irregular verbs ] 

Q,. If d or ed is not added to the present, as in the forego- 
ing manner, would you call the verb regular or irregular ] 

Q. Is ' despise, 5 a regular or irregular verb, and why ] Is 
f make, 5 a regular or irregular verb ] Is ' abominate, 5 regular 
or irregular 1 Why] What kind of verb is hope 5 ? Why] Is 
« rejoice 5 ? Why] Is 'love'? Why] Is 'adjust'] Why] Is 
c write 5 ] Wliy] Is 'dream 5 ? Why] Is c dispose 5 ] Why] 

Pres. Imp. Per. Par. 

' I write now. 5 ' I wrote yesterday. 5 ' I have written to-day.' 

Q. Do you or do you not see that we can join now, to the 
present, yesterday, to the imperfect, and have with the per- 



124 



INTELLECTUAL AND 



3: 



■I! 
SI 

■ Ri 



feet participle of any verb, in the indicative mode, and make 
sense 1 

Q. Will you join these words in this manner with 'love'! 
With ' thou' 1 With ' take' 1 With ' wear'] With ' shake' ! 

Q. You need not speak the words ' now,' ' yesterday,' and 
' have,' for can you not join them in your mind, and merely 
speak the Present, Imp. Per. Par. thus, Pres. write Imp. 
write, Per. Par. written. 

Q. Will you speak ' throw' in this manner 1 Will you speak 
'strike"? Speak 'wear'? Is 'wear' a regular or irregular 
verb, and why 1 Will you speak ' cost' 1 Will you speak 
' feed' 1 Will you speak ' am,' or the verb ' to be' 1 Is this 
regular or irregular, and why ? Will you speak ' confine' 1 Is 
this regular or irregular, and why 1 

Q. Since all verbs may be reduced into two great divisions, 
or classes, the one regular and the other irregular, it will con- 
sequently be necessary to state this fact. But, in doing this, 
you may sometimes be in doubt with regard to the imperfect 
tenses, and the participles ; for in some verbs, as you have 
seen, these are like the present, and in others again the im- 
perfect and perfect participles, are sometimes alike and some- 
times different. To answer any doubts which you at any 
time may have, respecting the irregular verbs, the following 
list is inserted. Will you speak the present and imperfect 
tenses, also the perfect participle, of the whole list, as I name 
the present of each verb 1 

A LIST OF IRREGULAR TERES. 



Present. Imperfect. Per. Part. 


Present. 


Imperfect. 


Per.Par. 


Abide abode 


abode 


Bereave 


bereft 


bereft r 


Am was 


been 


Beseech 


besought 


besought 


Arise arose 


arisen 


Bid 


bid, bade 


bidden > 
bid I 


Awake awoke 


awaked r 






Bare* bare 


born 


Bind 


bound 


bound 


Beart bore 


borne 


Bile 


bit 


bitten, bit 


Beat beat 


beaten, > 
beat 3 


Bleed 


bled 


bled 




Blow 


blew 


blown 


Begin began 


begun 


Break 


broke 


broken 


Bend bent 


bent r 


Breed 


bred 


bred 


* To bring forth. 


tTo carry 









Practical grammar. 



125 



Present. 


Imperfect 


. Per. Par. 


Present. 


Imperfect 


. Per.Par 


Bring 


brought 


brought 


Grow 


grew 


grown 
had 


Build 


built 


built 


Have 


had 


Burst 


burst 


burst 


Hang 


hung 


hung 


Buy 


bought 


bought 


Hear 


heard 


heard 


Cast 


cast 


cast 


Hew 


hewed 


hewn r 


Catch 


caught 


caught r 


Hide 


hid 


hidden, > 
hid $ 

hit 


Chide 


chid 


chidden, > 
chid 5 










Hit 


hit 


Choose 


chose 


chosen 


Hold 


held 


held 


Cleave* 


clove, or 


) cleft, ) 


Hurt 


hurt 


hurt 


Cleavet 


cleft 


J( cloven r) 


Keep 


kept 


kept 


Cling 


clung 


clung 


Knit 


knit 


knit r 


Clothe 


clothed 


clad r 


Know 


knew 


known 


Come 


came 


come 


Lade 


laded 


laden 


Cost 


cost 


cost 


Lay 


laid 


laid 


Crow 


crew 


crowed r 


Lead 


led 


led 


Creep 


crept 


crept 


Leave 


left 


left 


Cut 


cut 


cut 


Lend 


lent 


lent 


Dare+ ) 
Dare!I \ 


durst 


dared 


Let 
LiejJ 


let 
lay 


let 
lain 


Deal 


dealt 


dealt r 


Load 


loaded 


laden r 


Dig 


dug 


dug R 


Lose 


lost 


lost 


Do 


did 


done 


Make 


made 


made 


Draw 


drew 


drawn 


Meet 


met 


met 


Drive 


drove 


driven 


Mow 


mowed 


mown 


Drink 


drank 


drunk 


Pay 


paid 


paid 


Dwell 


dwelt 


dwelt r 


Put 


put 


put 


Eat 


eat or ate 


§ eaten 


Read 


read 


read 


Fall 


fell 


fallen 


Rend 


rent 


rent 


Feed 


fed 


fed 


Rid 


rid 


rid 


Feel 


felt 


felt 


Ride 


rode 


rode, or ) 
riddent i 


Fight 


fought 


fought 






Find 


found 


found 


Ring 


rung, rang rung 


Flee 


fled 


fled 


Rise 


rose 


risen 


Fling 


flung 


flung 


Rive 


rived 


riven 


Fly 


flew 


flown 


Run 


ran 


run 


Forget 


forgot forgotten, \ 


Saw 


sawed 


sawn r 






forgot ) 


Say 


said 


said 


Forsake 


forsook 


forsaken 


See 


saw 


seen 


Freeze 


froze 


frozen 


Seek 


sought 


sought 


Get 


got 


got 


Sell 


sold 


sold 


Gild 


gilt 


gilt r 


Send 


sent 


sent 


Gird 


girt 


girtR 


Set 


set 


set 


Give 


gave 


given 


Shake 


shook 


shaken 


Go 


went 


gone 


Shape 


shaped 


shaped, > 
shapen r $ 


Grave 


graved 


graven 






Grind 


ground 


ground 


Shave 


shaved 


shaven r 



* To stick, or adhere. tTo split. 
| To venture. Q To challenge. 
§ Pronounced eU 



||To lie down. 
tRidden is nearly obsolete. 
IP 



126 



INTELLECTUAL AND 



Present. 

Shear 

Shed 

Shine 

Show 

Shoe 

Shoot 

Shrink 

Shred 

Shut 

Sing 

Sink 

Sit 

Slay 

Sleep 

Slide 

Sling 

Slink 

Slit 

Smite 

Sow 

Speak 

Speed 

Spend 

Spill 

Spin 

Spit 

Split 

Spread 

Spring 

Stand ' 
Steal * 
Stick 
Sting 



Imperfect. Per. Part. 
sheared shorn 



shed 

shone 

showed 

shod 

shot 

shrunk 

shred 

shut 



shed 

shone* r 

shown 

shod 

shot 

shrunk 

shred 

shut 



sung,sang sung 
sunk, sank sunk 
sat sat 

slew slain 

slept slept 

slid slidden 



slung 

slunk 

slit 

smote 

sowed 

spoke 

sped 

spent 

spilt 

spun 

spit 

split 

spread 

sprung 

stood 
stole 
stuck 
sturig 



slung 

slunk 

slit.slittedR 

smitten 

sown r 

spoken 

sped 

spent 

spilt R 

spun 

spat, spit > 

spittent 5 

split 

spread 

sprang \ 

sprung J 

stood 

stolen 

stuck 

stung 



Present. 

Stink 

Stride 

Strike 

String 
Strive 
Strow or 
strew 

Swear 
Sweat 
Swell 
Swim 

Swing 

Take 

Teach 

Tear 

Tell 

Think 

Thrive 

Throw 

Thrust 

Tread 

Wax 

Wear 

Weave 

Weep 

Win 

Wind 

Work 

Wring 
Write 



Imperfect. Per. Part. 
stunk 
) stridden 



stunk 
strode or 
strid 
struck 




struck or \ 
stricken 
strung 
striven 
strown 
st rowed 
strewed 
sworn 
swet 

swollen r 
swam > 
swum \ 
swu ng 
taken 
taught 
torn 
told 

thought 
thriven 
thrown 
thrust 
trodden 
waxen r 
worn 
woven 
wept 
won 
wound 
wiought wrought or 

worked r 
wrung wrung 
wrote writtten 



swung 

took 

taught 

tore 

told 

thought 

throve 

threw 

thrust 

trod 

waxed 

w T ore 

wove 

wept 

won 

wound 



^Pronounced shon. 



t Spitten is nearly obsolete. 



MENTAL, EXERCISES. 

Q. f I ought to go, I ought to have gone.* Can we howev- 
er say, c I shall ought/ or ' I may ought' 1 

Q. Is 'ought', then, oris it not, used only in some of 
the modes and tenses 1 Well, then, since some of its modes 
and tenses are wanting, and since defective means wanting* 
what would be a good name for all such verbs as are defec- 
tive, either as it regards modes, tenses, or participles 1 



PRACTICAL GRAMMAR. 127 

Q. Quoth, you know, means said, as c quoth he,' but can 
we say ' he hath quothed"! Is c quoth,' then, a regular or de- 
fective verb 1 Why! The principal defective verbs are these : 
Present. Imperfect. Per. Participle. 



May, 


Might, 


Can, 


Could, 


Will, 


Would, 


Shall, 


Should, 


Must, 


Must, 


Ought, 


Ought, 




Quoth, 



Q. W r hich verbs, in the foregoing list, are auxiliary, and 
which are not ? 

Q. Is the perfect and imperfect tense of c ought' the same! 

Q. This, however, need not confuse you, for can you make 
a sentence with ' ought,' without having an infinitive following 
it, as, ' He ought ' what 1 ' He ought to do, to act, 5 &c. 1 

Q. f He ought to go now.' Is ( ought' here of the present 
or imperfect tense 1 True, it is present ; and is not c to go' 
present also ? Well, then, when an infinitive, of the present 
tense, follows ought, in what tense will ( ought' be 1 

Q. ' James ought to have gone.' Does this phrase denote 
something passing now or sometime ago, yesterday, perhaps 1 
In whal tense then is f ought' 1 

Q. In what tense is * to have gone,' after c ought'] Well, 
then, when £ ought,' has an infinitive of the perfect tense, af- 
ter it, in what tense will l ought' be, present or imperfect 1 



LESSON XXXI. 

MENTAL EXERCISES. 

Q. Do you recollect how the perfect tense of a verb in the 
indicative mode is formed! Is it formed by joining 'have,' 
with the perfect participle ! 

Q. Will you examine the foregoing list of irregular verbs, 



■ 



128 



INTELLECTUAL AND 



and then correct the following expressions as I read them to 
you, at the same time telling why they are wrong 1 
They have cleaved the wood.' c I seen him at play. 5 



6 The snake creep yesterday.' 
1 Wood is cleave.' 

* They have drew water.' 

* I done it sir.' 

c They drive me away yester- 
day.' 
1 They have did it.' 
c Boys ate now too fast.' 
c She fallen from a tree.' 
c The birds have flew away.' 
' I forsaken him.' 
' He has get his place.' 
c They gone yesterday.' 
c William has gave his book 

away.' 
c When the grass is grew.' 
' I known him along time.' 
c They have laded the ship.' 
c They laden the ship.' 
< The sun has rose, let us 
risen.' 



' They sat their trap.' 
'The oak is shakes.' 
c The men sawn the wood.' 
c The bird has sit sometime.' 
' They slain him.' 
1 The man was slew.' 
f The soldiers smit him.' 
' They speak to me yester- 
day.' 
( Charles stolen my cake.' 
c The boys have strove to ex- 
cel.' 
* The wind strown the seeds.' 
i He swimmed over the river.' 
c He was took in his own 

guile.' 
1 The instructor teached me 

well. 5 
' He thrown the ball.' 
' He has wrote his copy.' 
1 He come to school.' 



Q. ' William found his son pursuing a bird which had been 
tamed.' How many nouns are there in this sentence ! Why 
are they nouns ? Are they proper or common, and why 1 
What is their gender, number and person ! Why 1 WTiat did 
William do 1 To what then is William the nominative and 
by what rule 1 W T hat was the son pursuing ? What then is 
the rule for 'bird 5 ? 

Q. How many verbs are in the sentence, and why are they 
verbs ] Are they regular or irregular, and why ] Active, pas- 
sive, or neuter, and why ? Will you speak the present and the 
imperfect tenses of the indicative, and their perfect partici- 
ples 1 In what mode are they, and why 1 Will you conjugate 
each 1 In what person is each, and why ! In what number is 
each, and why 1 What or who, found 1 What then does 
c found' agree with, and by what rule 1 

Q. What ' had been tamed' 1 Is it not c which,' referring 
to bird 1 What then does ' has been tamed,' agree with, and 
by what rule 1 



PRACTICAL GRAMMAR. 129 

Q. Are there any personal pronouns in the sentence! 
What is their gender, number, and person ? Why ? With 
what da they agree, and by what rule ? Will you decline 
them t In what case are they, and why 1 If in the possessive, 
by what word are they governed, and what is the rule for 
the possessive case of nouns 1 

Q. Which word in the sentence is a participle, and why 1 
Is it a present, or a perfect participle, and why ? Who was 
pursuing 1 What then does ' pursuing' refer to, and by what 
rule? 

Q. Which word is the relative, and why ! What is its gen- 
der, number, and person, and why 1 What does it relate to, and 
by what rule ? Does it not determine the p-nding of ' had been 
tamed' 1 To what then is it the nominative case, and by what 
rule 1 

Q. Will you now parse the following sentences in the same 

manner as the last sentence was parsed 1 

' The best men have faults. 5 c William's hat was lost.' 

c The j began to improve their c James wrote his last copy.' 

time.' c Human nature commits ma- 
'Envy nourishes many bad ny errors.' 

passions.' ' Jesus had finished all these 
4 The man whom my friends sayings.' 

support misuses him.' 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you class on your slate as you did a few lessons 
back, each word in the foregoing parsing exercises 1 

Q. Will you write down twenty phrases each having the 
same nominatives and the same objects, but different irregu- 
lar verbs in the indicative mode, present tense 1 Will you 
write the same verbs with their nominative and objective 
cases in the potential mode, present tense 1 Will you write 
ten sentences, each having the same nominatives and the 
same objective cases, but each verb different, and regular 1 
Will you write the same phrases interrogatively ] Will you 
write twenty sentences, having the same nominatives, and the 
game regular verbs, but each having a different irregular verb 



130 



INTELLECTUAL AND 



in the infinitive mode, present tense 1 Will you write twenty 
sentences, each having the verb ' to be,' and each in a differ- 
ent mode, or tense ; also, join to each, a perfect participle, as 
C I was/ change, to ' I was loved V Will you write fifteen 
phrases, each having a different present active participle, the 
same agents and the same verbs, in the subjunctive mode 1 
Will you write fifty objects to this phrase, ' Harry is beat- 
ing V 



LESSON XXXII. 

MENTAL EXERCISES. 

Q. c Rufus highly esteems him.' What parts of speech 
are these words, ' Rufus,' 'esteems,' and ( him'! Why ! 

Q. Does ( highly' describe c Rufus' or ' him,' or does it 
rather describe ( esteems,' that is tell how he esteems him ? 

Q. c William sings admirably.' Does the word ' admira- 
bly,' describe the manner of singing 1 

Q. Does admirably then describe ' sings' 1 Adjectives, you 
know, describe nouns, can c admirably,' be an adjective if it 
describes a verb 1 

Q. Have you not noticed a vast many words of this de- 
scription ] Well, then, we shall want a name for this class, 
shall we not 1 

Q. Did you observe that ( highly,' was joined to the verb 
c esteems,' and c admirably,' to the verb sings 1 

Q. Well, then, since ad, (from the Latin ad-to,) signifies 
to, can we or can we not, make a word with ad, and verb, that 
will give an idea of a word joined to a verb 1 What will that 
word be then ? 

Q. Adverb, you are right ; will you now explain to me 
when a word is called an adverb, and why it is so called 1 

Q. c James acts nobly.' Does c nobly' describe the man- 
ner of acting 1 What part of speech then is f nobly,' and why! 



PRACTICAL GRAMMAR. 131 

Q. ' Rufus has beaten him shamefully.' Which is the ad- 
verb here, and why ! 

Q. * He learns well.' Which is the adverb here, and why! 

Q. e I must go soon.' What word describes the act of go- 
ing either as to time, or in some other respect ! 

Q. What part of speech then is ' soon,' and why ! 

Q. c Where shall I go ?' What word describes the act of 
going as it regards the place ! What part of speech then is 
* where,' and why! 

Q. ( I love you much.' What word here describes the act 
of loving, as it regards the degree! What part of speech then 
is ' much ! ' - 

Q. W r ell, then, do you not see that adverbs may describe 
the manner, place, time and degree, of actions ! 

Q. This is a good definition of adverbs, will you repeat it ! 

Q. ' Very industrious girls will learn.' Can we say f very 
girls' ! 

Q. Does c very' describe girls, then ! Does it not describe 
' industrious,' that is, tell in what degree, or how much, they 
[the girls] are industrious ! 

Q. ' He writes very diligently.' What word describes 
the act of writing? What part of speech then is c diligently' ! 
What word tells how f diligently' ! What part of speech 
does c very' describe now ! 

Q. C I saw him writing attentively.' Is the verb f saw,' or 
the participle f writing,' described by the word c attentively' ! 
What part of speech does ' attentively' describe then ! 

Q. Adjectives and participles, you know, describe nouns, 
only, but have we not now found other parts of speech des- 
cribed by words that are neither adjectives nor participles? 

Q. Well then let us class them all under one head, and 
since the verb is more frequently described or qualified by 
these words, than any other parts of speech, would or would 
not Adverb be a good name for these describing words ! 

Q. When we meet adverbs, it will be" well to state how 
many parts of speech they qualify. Would you, then, or 



132 



INTELLECTUAL AND 



would you not say, that adverbs describe or qualify verbs, 
participles, adjectives, and other adverbs'! 

Q. You shall now have the rule stated for you as a con- 
venient reference : will you repeat it] 
RUL.E XI. 

Adverbs qualify verbs, participles, adjectives, and other 
adverbs. 

Q. c He will come soon.' c She will come sooner than 
he, and Mary will come soonest.' Which are the adverbs 
here ] Are they compared ] Hence you see that adverbs 
have comparison like adjectives, do they not] 

Q. What degree is ' soon 5 ] Is c sooner 5 ] Is ' soonest 5 ] 

Q. ' Wisely, more wisely, most wisely. 5 From these 
examples, how do adverbs ending in ly, appear to be com- 
pared ! 

Q. ' Industrious, more industrious, most industrious. 5 In- 
dustrious, you know, is an adjective. By what words is it 
described or qualified ] What part of speech then is more 
and most ? 

Q. f Prudent, less prudent, least prudent. 5 What words 
qualify the adjective c prudent 5 1 What part of speech then i3 
' less 5 and 'least 5 ] Why ? In what degree is each adjective 
and why ] 

Q. ' I love you none at all, 5 f I love you much, 5 ' I love 
you a great deal, 5 ' I have struck you many times, 5 c I struck 
you a few days ago. 5 Are there any phrases here that mere- 
ly describe the manner or time of acting ] Is, f none at all, 5 
one describing phrase 1 Which are the others ] Well, then, 
since the whole phrase describes, would you call those phra- 
ses adverbs or adverbial phrases ] 

Q. ' The more diligently he studies, the better he will 
learn. 5 Here are three adverbs, which are they, and why 1 

Q. Are there any articles ? What do they come before 1 
Are there any nouns for them to agree with, according to the 
rule for the article 1 



PRACTICAL GRAMMAR. ' 133 

Q. Do not these articles add force to the comparative de- 
gree of adverbs ] Can you in parsing an article say, that it 
belongs to a noun, when there is none ] 

Q. Would you rather say, that articles are put before the 
comparative and superlative degrees to add force to them 1 

Q. Will you explain to me when articles do not belong to 
nouns, and what is to be done with them in parsing ] 

Q. 'More men than boys came to town.' Does 'more,' 
describe or qualify an adjective, or the noun ' men]' Is it an 
adverb thenl Why not?. If it describes a noun, and not a 
verb, participle, adjective, or adverb, what part of speech is 
it, and why ] 

Q. ' I am more temperate than he.' What part of speech 
does ' more' qualify, here ] What part of speech then is it, 
and why ] 

Q. Do you see then that a word may be one part of 
speech in one place, and another in a different place 1 

Q. Can you, however, or can you not, always tell by the 
sense, what part of speech each word is ] 

Q. ' Yesterday he came here.' 'Yesterday's lesson was 
more difficult than to-day's.' In the first example does ' Yes- 
terday,' specify the time of coming ? What part of speech is 
it then] 'Yesterday's lesson.' Is not 'Yesterday's' the 
name merely of some portion of time, and if a name what 
parfof speech is it ] 

Q. What are the two parts of speech that ' Yesterday's' 
and 'Yesterday,' stand for, in these last two examples] 

Q. ' Where much is given much will be required.' What 
is given ] Is not ' much,' that is, a great many things ] What 
part of speech then is ' much ] ' 

Q. 'Much money is troublesome.' What does f much' 
describe here ] What part of speech is ' much' now ] 

Q. 'It is much better to suffer wrong than to do wrong.' 
What does ' much' describe now ] What part of speech is it 
then] 

Q. How many different parts of speech have we found 
12 



134 



INTELLECTUAL AND 



that the single word, c much/ may be, by being placed in dif- 
ferent situations 1 

Q. ' Men eagerly pursue happiness but they often mistake 
the true way.' How many adverbs are there in this sen- 
tence, and why are they adverbs 1 What is the rule for each? 
Is either of them compared 1 Which is it, and will you com- 
pare it 1 

Q. Will you now begin and parse each word in the fore- 
going sentence, and also in the following sentences 1 

c He that acts wisely, deserves praise.' Modesty is a qual- 
ity that highly adorns a woman.' c Ann does well, Charlotte 
does better, and William does the best of all.' c The sooner 
we confess cur faults the better.' c He cheerfully performs 
his task.' 

Q. In the following expressions, adjectives and adverbs 
are in some instances used correctly, and in others incorrect- 
ly, will you tell me which are wrong and why, as I read 
them to you 1 



c He is indifferent honest.' 
(If wrong, why 1) 

c Charles acts noble.' 

{ William is a noble fellow.' 

' It was ingenious contrived.' 

( He is an ingenious man.' 

' His money is near spent.' 

' James acts agreeable to his 
orders.' 

Q . Does this mean that James 
is agreeable or does agreea- 
ble qualify his acting 1 must 
the word then be an adjec- 
tive or an adverb 1 

1 He performed his task ex- 
cellent well.' 

Q. Well then, is the verb f smells' qualified by sweet, or its 
nominative, ' rose' 1 If a noun is qualified must you use the 
adjective ' sweet,' or the adverb, ■ sweetly' ] 

Q. ' The rose smells sweet.' < The rose is sweet.' Is there 
any material difference here in the sense ? In the one case, 



c Mary reads proper, recited 
handsome and composes ac- 
curate.' 
c She replied very gravely.' 
1 Of a true good man.' 
4 The rose smells sweet, or 

the rose smells sweetly.' 
Q. Perhaps it may be difficult 
lor you to decide in these 
expressions, whether to use 
the adjective sweet, or the 
adverb sweetly.' 
Q. 'The rose smells sweet.' 
Does not this mean that the 
rose is sweet] 



PRACTICAL GRAMMAR. 135 

wo use f smells' in the other, ' is.' In order to assist you in 
removing any doubt, respecting the use of the adverb, I will 
give you a test. The verb ' to be' as you may see above, 
requires the word immediately joined with it to be an adjec- 
tive, and consequently when any verb, in any mode and tense, 
may be changed for the verb 'to be,' without destroying the 
• sense, the qualifying word must be an adjective. To illus- 
trate this, I will give you some examples. Would you then 
say, 

' He is diligently and attentively, or diligent and attentive'] 

c She will be happy, or happily 5 1 

' He looks cold, or coldly' 1 

{ She looks cold on him' 1 Can we use ' is,' for ' looks* and 
make sense 1 Would you then say s She looks cold on him,' 
or c coldly on him' 1 

Q. Will you correct the following examples that are 
wrong, and tell me why, as I read them to you 1 

' She lives freely [is] from care.' 

1 He lives free at another's expense.' 

1 He feels warmly.' 

' He leels warm the insult offered him.' 

1 He became sincerely and virtuously.' 

■ He became sincere virtuous.' 

1 Harriet always appears neatly.' ' She dresses neat.' 

' Charles has grown great by his wisdom.' ' He is grown 
great in his reputation.' 

' They now appear happily. They now appear happy in 
earnest.' 

' The statement seems exactly.' 

'The statement seems exact in point.' 

1 How sweetly the hay smells.' 

c How delightful the country appears.' 

' How pleasant the fields look.' 

' The clouds look darkly.' 

< The apples taste sourly.' 



136 



INTELLECTUAL AND 



Note. — The directions contained in the above examples and 
observations are offered as useful, not as complete and unexcep- 
tionable. Anomalies in language every where encounter us, but 
we must not reject rules, because they are attended with excep- 
tions. 

Adverbs though very numerous may be reduced to a few class- 
es. The following are the priacipal. 

1. Of number: as, l Once, twice, thrice,' &c. 

2. Of order : as ' First, secondly, thirdly, fourthly, fifthly, lastly, 
finally, &c. 

3. Of place : as 'Here, there, where, elsewhere, anywhere, 
somewhere, nowhere, herein, whither, hither, thither, upwards, 
downwards, forwards, backwards, whence, hence, thence, whither- 
soever, &c. 

4. Of time. 

Of time present : as ' Now, to-day,' &c. 

Of time past : as ■ Already, before, lately, yesterday, heretofore, 
hitherto, long since, long ago,' &c. 

Of time to come : as ' To-morrow, not yet, hereafter, henceforth, 
henceforward, by and by, instantly, presently, immediately, 
straight ways,' &c. 

Of time indefinite : as, * Oft, often, oft-times, oftentimes, some- 
times, soon, seldom, daily, weekly, monthly, yearly, always, when, 
then, ever, never, again,' &c. 

5. Of quantity : as, 'Much, little, sufficiently, how much, 
enough, abundantly,' &c. 

6. Of manner or quality : as> * Wisely, foolishly, justly, unjust- 
ly, quickly, slowly,' &c. Adverbs of quality are the most nu- 
merous kind ; and they are generally formed by adding the ter- 
mination ly to an adjective or participle, or changing le into ly : 
as * Bad, badly; cheerful, cheerfully ; able, ably ; admirable, ad- 
mirably.' 

7. Of doubt : as, l Perhaps, peradventure, possibly, perchance.' 

8. Of affirmation : as ' Verily, truly, undoubtedly, doubtless, 
certainly, yea, yes, surely, indeed, really,' &c. 

9. Of negation : as, ' Nay, no, not, by no means, not at all, in 
no wise,' &c. 

10. Of interrogation : as, ' How, why, wherefore, whither,' &c. 

11. Of comparison : as, ' More, most, better, best, worse, worst, 
less, least, very, almost, little, alike,' &c. 

Besides the adverbs already mentioned, there are many which 
are formed by a combination of several of the prepositions 
with the adverbs of place, /iere, there and where : as, ' Hereof, 
thereof, whereof; hereunto, thereto, whereto ; hereby, thereby, 
whereby; herewith, therewith, wherewith; herein, therein, 
wherein; therefore, (i. e. there-for,) wherefore, (i.e. where-for,) 
hereupon, or hereon, thereupon or thereon, whereupon, or where- 
on, &c. Except therefore , these are seldom used. 

There are also some adverbs which are composed of nouns 

and the letter a instead of ' at' c on^ &c, as c Aside,' l athirst,' 



Practical graMmah. 137 

f afoot/ c asleep, 5 ' aboard,' ■ ashore/ ' abed,' \ aground,' 
' afloat,' &c. 



LESSON XXXIII. 

QUESTIONS OX THE ADVERB. 

Q. What is an adverb ] Q. What is the rule when 

Q. Why is it so called ] you parse an adverb 1 

Q. What parts of speech does Q. For what purpose does 

it qualify or describe ? the article refer to the ad- 

Q. Are adverbs compared ] verb ] 

Q. How are those ending in Q. What is an adverbial 

ly compared 1 phrase ] 
Q. How are some others 

compared 1 

Q. Will you give an example of an adverb of number ] 
One of order] One of place] One of time present] One of 
time to come] One ol time indefinite] One of quantity? One 
of quality] One of manner] One of doubt] One of affir- 
mation] One of negation] One of interrogation] One of 
comparison ] 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you write down a sentence containing an article, 
adjective, agent, verb, and an object, a verb in the infinitive 
mode, and an object after it ] Will you write four sentences, 
each containing an adverb of number] Four, each con- 
taining one of order] Four, having adverbs of place] — 
Four, two having adverbs of time present, and two of time 
past ] Twenty, two having adverbs of time to come, two of 
time indefinite, two of quantity, two of manner or quality, 
two of doubt, two of affirmation, two of negation, two ot 
interrogation, and four of comparison ] 

Q. Will you write ten sentences, each having a verb in the 
subjunctive mode, but a different tense ] Six, each having an 
irregular verb, an agent, and an object] Two, each having an 
12* 



138 



INtELLECTUAL ANt3 



adverb in the superlative degree 1 One, having a passive 
verb 1 The same meaning in an active form 1 

Q,. Will you write two sentences, each having a noun in 
the possessive case 1 Three, with an article in each 1 Three, 
with a present and an active participle, and an object after 
each 1 Three, each having a relative pronoun 1 Two, each 
having a neuter verb 1 Two, each having a neuter passive 
verb 1 

LESSON XXXIV. 

MENTAL, QUESTIONS. 

Q,. c A rat run across the road, over the drain, into a house, 
over the bridge, near the street, beside the water, from the 
river, in the town of Hartford, in the state of Connecticut.' 
How many nouns are there in this sentence 1 Why are they 
nouns ? How many articles are there, and why 1 

Q. How many verbs are there 1 Which are they, and why* 
What are the rules for each 1 

Q. Perhaps you do not know what parts of speech 'across,' 
'over,' 'near,' &c. are. Let us see if they have a general 
meaning, for if they have, we shall of course wish to class 
them as we have others, and give them a name. Will you 
pick out the words in this example that have a kind of gen- 
eral meaning 1 

Q. Will you name them as I read the sentence ! 

Q. Do these words do any thing ^snore than simply con- 
nect the nouns by shewing the direction, or distance of one 
object or noun, from another noun, in the same sentence : 
Thus, ' Charles went over the bridge, near the meeting house.' 
Does this or does it not, show that the bridge is not situated 
far from the meeting house 1 

Q. Do not these words connect nouns, and show the rela- 
tion, as it regards place, distance, &c. between them ! 

Q. c James was in the well.' In what condition was James! 
Does or does not in show this condition ? 



PRACTICAL GRAMMAR. 139 

Q. If we should say, ' James was the well,' would this 

be the meaning 1 Does or does not, the little word ' in,' show 
the relation between James and the well 1 

Q. Will you fill up these sentences by some such words as 
will denote a proper relation between the nouns as I read 
them to you 1 

f James fell the top of the house.' ' James eats 

his plate.' c Bread is baked the oven.' c The boys go 

school.' 'The bridge is made the river.' 

Q. ' James lost his kniie, and in the search he looked upon 
the ground, near the gate, before the window, towards the 
well, against the barn, about the yard, over the fence, aero*? 
the street, beside the door, around the hedge, within the bustl- 
es, before the shed, between the trees, by the steps, with- 
out the door, into the house, up the stairs, upon the ear- 
pet, behind the desk, through the trunk, above the fire- 
place, on the shelf, beyond the bed, within the closet, at the 
bureau, beneath the chest, from the table, to the stove, and 
about the room.' 

Q. What words in this long sentence may be classed under 
one head 1 • 

Q. Do you not notice that they are generally placed before 
the nouns 1 Well then, since preposition, (from the Latin 
pre, before, and positum placed,) means placed before, what 
would you call such words as are placed before nouns, to 
show relation between them 1 

Q. Will you now explain to me what a preposition con- 
nects, what it shows, and why it is called a preposition ? 

Q. c James went in the steamboat from New-York to Al- 
bany.' What words here denote the relation between c James,' 
' steamboat,' and ' New- York,' and ' Albany' 1 

Q. Are they prepositions then, and why 1 

Q. < To him.' ' To her.' < From him.' Which are th« pre- 
positions here, and why 1 In what case are hrm and her ? 

Q. Can we say, « To he,' * To she' 1 Well, then, do you 
gee that there is an object after prepositions 1 Is this the ob- 
ject of an action, or of a relation 1 



140 



INTELLECTUAL AND 



Q. Since it is a fact, then, that prepositions have an object 
after them, I will state it in the form of a rule : Will you 
repeat it 1 

RULE XII. 

The objective case may be governed by prepositions. 

Q. f I saw James catching fish in the river.' What prepo- 
sition does river come after 1 

Q. In what case then is river, by what is it governed, and 
what is the rule 1 

Q. c He was in a state of despondency.' How many verbs 
are there in this sentence, and if but one, what is the rule for 
its agreement ? 

Q. Is there any pronoun 1 Why is it a pronoun 1 What is 
the rule for it ? 

Q. Is there any article, and if any, of what kind 1 Why] 

Q. Are there any words that show the relation between 
c he,' e state,' and ' despondency' ! Which are they 1 What 
part of speech are they then 1 

Q. How many nouns are there in the sentence 1 Are they 
not in the objective case and governed by the prepositions 
before them ? What is the rule for each ! 

Q. I will now give you a list of the principal prepositions, 
which you may refer to at pleasure ; will you tell me which 
are the prepositions, as I read the phrases to you 1 



' Of the man.' 
1 Out of the house.' 
c To the house.' 
c For the house.' 
1 By the house.' 
c With the house.' 
c Within the house.' 

* Without the house.' 
c Around the house.' 
1 In the house.' 

c Into the house.' 
1 Over the house.' 
1 Under the house.' 

* Through the house.' 



' About the house.' 
* Below the house.' 
1 Amidst the troubles.' 
c Between the buddings.' 
( Betwixt the houses.' 
f Beneath the house.' 
1 From the town.' 
c Beyond the city.' 
'At the hill.' 
'Instead of that word.' 
' Notwithstanding the difficul- 
ty.' 
e Concerning his case.' 
' Touching his case/ 



PRACTICAL GRAMMAR. 141 

' Throughout the house.' c Against the post.' 

' According to the custom.' ' Amongst the boys.' 

'Behind the hill.' ' fTpon the top.' 

' Beside the house.' ' On the brow.' 

* Towards the house.' ' O/f his guard.' 

'Athwart his purpose.' 'Before the house.' 

'Except one book.' 'Down the hill.' 

c Across the street.' c Z7p the hill.' 

1 Oyer the hill.' 'Near the city.' 

Q. Will you now go back and parse all the foregoing phra- 
ses ; and be particular to give the rules for each word 1 

Q. ' He casts seed into the ground.' To cast, means to 
throw. • He cast up his accounts.' To cast up means to 
compute. Hence do you not see that prepositions, when join- 
ed to verbs, affect the meaning of verbs, very materially ? 

Q. When prepositions thus affect the meaning of verbs, 
ought they or ought they not, to be considered as parts of the 
verb 1 

Q. Well then, if the preposition is to be considered as part 
of the verb, ought the preposition above, to govern the ob- 
ject after it, or ought the preposition, and verb together, to 
govern it 1 

Q. ' He gives up all hopes.' Is ' hopes,' the object after 
c up,' alone, or after ' gives up' taken together, as one active 
verb 1 What then is the rule for hopes ? 



LESSON XXXV. 

QUESTIONS ON THE PREPOSITION, 

Q. What is the meaning of the word preposition ? 

Q. What is a proper definition of prepositions ? 

Q. What case does the preposition govern 1 

Q. Is a preposition ever compounded with a verb 1 

Q. Will you mention a few prepositions ? 
I EXERCISES .FOR THE SLATE OR PAPER. 

Q. Will you write down an article, adjective, agent, a 
yerb, a preposition, another article, and an object of the rela- 



142 INTELLECTUAL AND 

tion ] Will you parse the sentence which you have written ? 
Will you write six sentences, each containing the same 
agents, the same verbs and the same objects, but different 
adverbs ] Will you write an article, agent, verb neuter, pre- 
position, article and objective case to be governed by the pre- 
position ] Will you write twelve phrases, each having a dif- 
ferent preposition, article, and noun ] Six, having different 
prepositions, but the same articles, and nouns'? Will you 
write as many sentences as there are relative pronouns, 
with a relative either in a different case, or a different rel- 
ative, in each] Will you write an example of each mode 
and tense, of active, passive, and neuter verbs] Will you 
write the same interrogatively ] Will you write a sentence in 
which the article does not belong to the noun, but is used 
merely to add force to a comparative adverb ? Twenty sen- 
tences, having the same nominatives, the same irregular verbs, 
a second irregular verb, in the infinitive mode, different in 
each, and a different object after each ] 

Q. Will each one in the class examine the first example, 
illustrating the nature of prepositions, and then see who 
will write a sentence containing the greatest number of pre- 
positions ] 

LESSON XXXVI. 

MENTAL EXERCISES. 

Q. i James learns well at school and behaves well at 
home.' 

Q. Which words are the nouns here, and why are they 
nouns ] 

Q. Which are the adverbs, and why 1 

Q. Which are the verbs, and why ] 

Q,. c James learns well at school, 5 is one sentence; ( he be- 
haves well at home,' is another. What word connects these 
two sentences together, in the first example ] 






PRACTICAL GRAMMAR. 143 

Q. C I will not desist— — he chide me.' Can we, or can we 
not connect these sentences by putting in ( although I 5 Will 
this word make the sentence complete 1 

Q. c James or John writes.' If we leave out 'or,' will 
there be any sense in the sentence] What word joins f James 
and John,' together 1 

Q. In this case are words only connected, or are sentences 
connected, by ' or' 1 

Q. These words which thus join sentences and words to- 
gether are different, in many respects, from any to which we 
have attended ; can we not then form a new class of words 
with them 1 

Q. The name for this class of words, since they join words 
and sentences together, must ot course resemble conjugation, 
do you remember what that word means 1 

Q,. Will you turn back, if you do not recollect, and tell 
me! 

Q. Now since conjunction, that is, joining together, means 
nearly the same, would it not be a good name for these 
words that join sentences, and sometimes only words to- 
gether ! 

Q. Will you now tell me what words are called conjunc- 
tions, and what the word means 1 

Q,. c I love him, or I fear him.' What word connects the 
two phrases here 1 Does the sentence mean that I both love 
him and fear him 1 

Q. Well, then, are the clauses of the sentence connected 
and combined, or separate and disjoined 1 

Q. Disjoined, you are right; now since disjunctive, means 
disjoined, would it, or would it not, be a suitable name for 
those conjunctions that join sentences but-disjoin the sense 1 

Q. Disjunctive expresses the idea very well ; will you in 
order to fix it in your mind, explain to me what a disjunctive 
conjunction does,' and why it is so called ! 

Q. ' I either love him or fear him.' What word here con- 
nects the phrases, but disjoins or separates the sense? In 






144 INTELLECTUAL AND 

disjoining the sense, is there not a kind of opposition of mean- 
ing 1 In other words, do not the phrases express directly op- 
posite ideas 1 

Q. What kind of conjunction then, to be more accurate, 
would you call those that join sentences, sometimes only 
words, and at the same time disjoin the sense, by expressing 
opposition of meaning in different degrees 1 

Q. Will you now explain what a disjunctive conjunction 
joins, and what it disjoins, also what it expresses by disjoin- 
ing the sense ? 

Q. c Mary sings well and behaves prettily. 5 Does this 
mean that she both behaves prettily and sings well 1 Which 
word is the conjunction 1 

Q. Does it connect the phrases only, or does it connect 
the sense also 1 

Q. Well, then, since some conjunctions connect both sen- 
tences and the sense, and some connect sentences and dis- 
join the sense, ought we not to make a distinction between 
them ? 

Q. We have already named those that disjoin the sense, 
disjunctive, and since copulative, means joining or coupling, 
would not this be a good name for those conjunctions which 
join or connect, not only words and sentences, but also the 
sense of the sentences 1 

Q. Disjunctive conjunctions, you say, connect sentences 
but disjoin the sense by expressing opposition of meaning.— 
By this definition you can distinguish them, but you may be 
puzzled, sometimes, to distinguish the copulative conjunc- 
tions, for do not prepositions connect words as well as con- 
junctions 1 

Q. What do prepositions shew when they connect 1 

Q. ' The man is happy because he is good.' Does or 
does not the conjunction, * because,' connect both the sense 
and the phrase] Is it then a copulative or disjunctive con- 
junction 1 

Q. c I will go if he will.' What conjunction here connects 
and implies a doubt, or condition 1 






PRACTICAL -GRAMMAR. 145 

Q. Well, then, does or does not the copulative conjunc- 
tion serve to connect and continue a sentence, by expressing 
a condition, a supposition, a cause, &c.1 

Q. Will you now inform me what the copulative conjunc- 
tion expresses, when it connects 1 What the disjunctive does, 
and what it expresses'! Also, what it shows when it con- 
nects ? 

Q,, You must^ remember accurately these distinctions. By 
so doing, can you or can you not, always tell a conjunction 
from a preposition 1 

Q. ' James will not go unless Charles does. 5 Does c un- 
less, 5 here express condition 1 What kind of conjunction is it 
then] 

Q. Since you have paid so good attention, I will give some 
sentences containing the principal copulative conjuctions, — 
Will you tell which they are, as I read them to you 1 

' If I write.' c Since truth and consistency 

'James and John write. 5 are vain. 5 

1 1 study that I may learn. 5 c I punished you because you 

f If you say so then I am deserved it. 5 

right. 5 c He blushed, therefore he is 

' It will operate both for your guilty. 5 

good and mine. 5 c Wherefore, gaze this goodly 

f For I must learn. 5 company 5 1 

'Besides, I do not believe it. 5 

Q. Will you now pick out those words in the following sen- 
tences that are disjunctive conjunctions, and give me a rea- 
son why they are so called 1 

' James writes, but Joseph will f I will respect him though he 

not. 5 chide me. 5 

' John or I will assist you. 5 c I shall do it, nohvithstanding 

' I neither love nor fear thee. 5 he has forbidden me. 5 

£ It is either a few great men, f It has been the question of 

that decide, or the multi- some curious wits, whether, 

tude. 5 in the world, there are 

1 As I live, saith the Lord.' more heads than feet. 5 

vThou art wiser than I. 5 f How can we do our duty ex- 

< Lest they faint. 5 cept we know it V 
4 Unless he, even like Phoe- 
bus, young. 5 

Q,. Will you now go back and reckon up how many copu- 
13 



146 INTELLECTUAL AND 

lative conjunctions, and how many disjunctive, are contained 

in the above sentences? 

Q. Will you name a few copulative conjunctions ] 
Q. Will you name a few disjunctive conjunctions ] 



LESSON XXXVII. 

MENTAL, EXERCISES. 

Q. c James and William write.' What word is the con- 
junction here, and why ] Is it copulative or disjunctive, and 
why ] Who writes, or how many write ] How many agents 
or nominatives are there then] Is William the nominative 
case as well as James? Do then conjunctions connect the 
same cases of nouns, and consequently of pronouns ] 

Q. c James writes and reads. 5 Does this mean the same 
as, c James writes and James reads 1' Is £ reads' connected to 
c writes,' by the conjunction c and"? 

Q. In what mode and tense are f reads' and c writes ?' — 
Well, then, do conjunctions, or do they not connect the 
same modes, and tenses of verbs, and cases of nouns and 
pronouns ] 

Q. c James is eating and drinking.' How many present par- 
ticiples are there here ] Are they connected, and if so, by 
what] 

Q. Do you see then that the same kind of participles are 
connected by copulative conjunctions ? 

Q. Do then or do not, copulative conjunctions, connect the 
same cases, modes, tenses, and participles of the same kind ] 
Q. Since conjunctions, like prepositions and adverbs, are 
not varied, can we, when we parse them, say anything more 
than simply to state what kind of conjunctions they are, that 
is, whether copulative or disjunctive ? 

Q. Will you now state to me in what respects conjunc- 
tions connect nouns, verbs, and participles] 



PRACTICAL GRAMMAR. 147 

Q. I will sum up these facts in the form of a rule ; will 
you repeat it! 

RULE XIII. 

Conjunctions connect the same cases of nouns and pro- 
nouns, the same modes and tenses of verbs, and participles 
of the same kind. 

Q. c Mary sings and plays well on the harpsichord. 5 In 
what mode and tense are the verbs in this sentence ] To 
what then is 'plays' connected, and by what rule'! 

Q. ' He and I passed by you. 5 What are the rules for 
each word in this sentence 1 

Q. Will you tell the rule for each word in the following 
sentences ] 

I They told the whole affair i I do not believe him, nor 

to him and me. 5 her, nor you. 5 

'You do not care for him or f I will say it between you 
me. 5 and me. 5 

Q. Will you, in correcting the following sentences, tell 

me why they are wrong, and give the rule, as I read them 

to you ? 

I I will say it between you c He promised them and I. 5 
and I. 5 ' Will you permit George and 

c He will write for you or she. 5 I to go out ? 5 

1 Will you permit James and c She and him are very unhap- 

I to read the letter I 5 pily situated. 5 

' Do you prefer them and I to c Did he not tell thee his 

Charles I 5 fault, and entreat thee to 

* You and us enjoy many forgive him 5 ] 

privileges. 5 c Seeing the forts, and having 

£ I saw the boat and have been been much gratified, he re- 
much pleased with it. 5 mained there some time. 5 

1 He came with me and thou. 5 



LESSON XXXVIII. 

MENTAL, EXERCISES. 

Q. c Mary and Rufus learn well. 5 To what is ' Rums 5 con- 
nected, and what is the rule for it ] How many learn well ] 
O How manv agents are &**» ] You recollect that th§ 



I 



148 



INTELLECTUAL AND 



verb must be of the same number with its nominative or 
agent ; when then there are two or more agents, must the 
verb be of the singular or plural number 1 

Q,. What kind of a conjunction connects c Rufus' with 
< Mary ?' 

Q. Well, then, when two or more nouns are connected by 
a copulative conjunction, must the verb which agrees with 
them be of the singular or plural number] 

Q. It will be necessary to remember this, so I will give 
you a rule, which I wish you to repeat. 
RULE XIY. 

Two or more nouns in the singular number, coupled to- 
gether by a copulative conjunction, must have verbs agreeing 
with them in the plural number. 

Q,. c James and Thomas run to school.' Why is run plu- 
ral 1 What then does it agree with ? What is the rule for its 
agreement with both those nouns ] 

Q. c Idleness and ignorance are the parents of many vices.' 
Why is ' are' used in this sentence, rather than c is"! What is 
the rule for c are' 1 

Q. Will you give the rules for each word in the following 
sentences ? 



( You and I are young.' 
' You and George did com- 
plain.' 
'You and he will have run.' 
f He and I write.' 



; You and he write.' 

• They and I had written.' 

' They and you had been pun- 
ished' 

• William and he do learn.' 



Q. Will you, in correcting each of the following sentences^ 
tell why they are wrong, and what the rule is for each word 
which you correct, as I read them to you 1 

' Thou and I Writes.' 

c Do Thomas and I learns 1 ' 

c He and she plays prettily.' 

f James and William has been 
punished.' 

' Pride and meanness is des- 
pised.' 



1 James and he does study.' 
c My wife and cousin was m 

the country.' 
: Innocence and happiness 

dwells together.' 



PRACTICAL GRAMMAR. 149 

Q, The following phrases are incorrect according to one 
or the other of the preceding rules ; will you correct them in 
the same manner as last requested] 

c I and he walks fast.' ' Thomas and you is writing 

c He and her is disappointed. 5 now. 5 

' You and me does well. 5 ' Will Mary and them go V 

' James 5 brother and us is go- 'Does William and him in- 

c ing to play together. 5 tend to go! 
c Mary and me is going to 
school to-day. 5 

Q. f He learns his book in time of school. 5 How many 
nouns are there here ; in what case are they, and by what are 
they governed ] What are the rules for them 1 

QUESTIONS ON THE CONJUNCTIONS. 

Q. What, is the meaning of the Q. What is the meaning of 

word conjunction 1 the word disjunctive ] 

Q. What do conjunctions con- Q. What does a disjunctive 

nect ? conjunction do ? 

Q. How many kinds of con- Q. What does it express ] 

junctions are there] Q. How can you tell a con- 

Q. What are they ] junction from a preposition? 

Q. What is the meaning of Q. How many conjunctions 

the word copulative 1 can you remember] 

Q. What is a copulative con- 
junction ] 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you write a sentence having an article, adjective, 
and noun, another article, adjective and noun connected by a 
conjunction ; also a verb, an object, and a present participle 
agreeing with the object 1 

Q, Will you write sentences enough to embrace all the 
conjunctions, included in the list, a few pages back] Will you 
write a single sentence containing ten prepositions ] Will you 
write five sentences, having a different adverb in each ] Will 
you write five sentences, each having a different conjunction ] 

Q. Will you class the words which you have now written] 

13* 



150 INTELLECTUAL AND 

LESSON XXXIX. 

MENTAL. EXERCISES. 

Q. c Oh ! dear me !' < What shall I do!' < Alas ! I die !' 
6 Oh ! I have ruined my friend !' c Strange! people will act 
so L- Do you here notice a particular kind of words that we 
have not yet classed ! Let us examine their meaning. 

Q. Do these words denote no feeling, or do they on the 
contrary denote deep and sudden feeling of surprise, wonder, 
admiration, &c! 

Q. Do these words appear to be connected with other 
parts of speech, or are they thrown between parts of sentences 
merely to denote some powerful feeling, as surprise, fear. 
wonder, admiration, &c. ! 

Q. Since there are some few words of this description, 
different from any which we have before found, let us class 
them, and then for your encouragement let me tell you, that 
you may examine as many sentences as you please, and you 
will find no words except such as belong to some one of the 
preceding classes. For this last class we will now find a name. 
Interjection, (from the Latin, inter, between, and jectum, 
thrown) signifies thrown between; and since this class of 
words which we are now upon, is, as we have seen, thrown 
between the parts of a sentence, would or would not this 
term, interjection, be a proper name for all this division of 
words ? 

Q. This word it is true will answer our purpose well. We 
can easily tell the words which are to be classed under this 
head, especially as they, for the most part, have an exclama- 
tion point after them. 

Q. Will you now inform me what an interjection is, and 
why it is so called 1 

Q. c ! me!' ' Oh !. me !' < Ah ! me V Which are the in- 
terjections here! 

Q. What person are the pronouns after them 1 In what 



PRACTICAL GRAMMAR. 151 

case are they 1 In what case then are personal pronouns of 
the first person required to be after O, oh, and ah 7 

Q. ' O, thou persecutor !' c Oh, ye hypocrites !' c O, 
thou who dwellest here !' Which are the interjections here, 
and why 1 In what case are the pronouns here ] In what per- 
son are they 1 

Q,. What case of the personal pronouns of the second per- 
son, do the interjections, O, oh, Ah, require after them I 

Q. I will now state these facts in the form of a rule ; will 
you repeat 

RULE XY. 

The interjections, O, oh, and ah, require the objective case 
of a pronoun of the first person after them, but the nomina- 
tive case of the second person. 

Q. c Ah ! me !' What is the rule forme] Why is ah, an 
interjection 1 

Q,. In parsing interjections, since they are not varied, and 
generally stand by themselves, can you say any thing more 
of them than that they are interjections, and the reason for it] 
Q. What is the meaning of Q. Can you mention any in- 

the word interjection ] terjections ] 

Q. What class of words are Q. What cases follow cer- 

c ailed interjections ] tain interjections ] 



LESSON XL. 

MENTAL, EXERCISES. 

Q. ' Five men were struggling against the waves, but, 
alas ! they all perished.' .Which is the interjection here, and 
why 1 

Q. What are the rules for each noun? 

Q. There is one participle in the sentence, what is the rule 
for its referring ] 

Q. What word describes, or rather specifies, the exact 
number of men 1 



152 INTELLECTUAL AND 

Is or is not, ( five/ then added to the noun, f men/ to specify 
or describe it in some respects like an adjective? 

Q. Would you or would you not then, call all such words 
as specify as well as describe, by the general name of adjec- 
tives, or by some other name 1 

Q. c Fifty men came to town.' Is there any specifying word 
here ? What part of speech is it then 1 If an adjective, to 
what does it belong, and what is the rule for it 1 

Q. c One, two, three/ &c. are called, by some grammari- 
ans, numeral adjectives, but is or is not the term, specifying 
adjective, a sufficiently good name 1 

Q. What then appears to be a more accurate definition of 
adjectives 1 

Q. f The wisest man.' What part of speech is ' wisest/ 
and why 1 Will you compare it 1 Is it regular or irregular, 
and why 1 In what degree is it, and why ] 

Q. Can you compare c one, two/ &c? Well, then, in pars- 
ing specifying adjectives, such as ' ten, twenty,' &c. would 
you compare them, or say they are not to be compared i 

Q. C A square table.' Which is the adjective here, and 
why 1 Can any thing be squarer than square 1 Well, then, 
can you compare such adjectives as square, round, circular, 
perfect, chief, principal, &c. when their meaning cannot be 
increased or diminished 1 

Q. c My father gave me two knives ; I have kept both, but 
one is better than the other.' Do or do not the words f both/ 
c one/ and other/ stand for c knife' or ' knives' ] 

Q. Well, then, if these words frequently stand for nouns, 
ought they or ought they not, to be called pronouns ? 

Q. c I bought, as I supposed, two good knives, but one 
knife is not worth a cent : both knives cost me fifty cents.' 
Are not the words ( both/ and ' one/ here, joined to nouns, 
and do they not specify and describe them ! Ought they or 
ought they not, for this reason, to be classed with adjectives, 
or should they be classed with pronouns ? 

Q. Hence do you or do you not see that some words par* 
take of the properties both of adjectives and pronouns 1 



PRACTICAL GRAMMAR. 153 

Q,. These words seem to be somewhat peculiar ; let us 
get a name for them. ' Which,' you doubtless remember is 
called an adjective pronoun for reasons similar to the above : 
why will not the term, adjective pronouns, meet our present 
purpose 1 Will it not be a good name for all words that are 
frequently used either as adjectives or pronouns ? 

Q. Can we use the pronouns ' he, 5 ' she,' ' thou,' &c. as ad- 
jectives, by joining them to nouns for the purpose of speci- 
fying or describing them 1 Are they not invariably used to 
supply the place ol nouns 1 

Q. Adjective pronouns, we have seen, are used differently, 
will you explain this difference 1 

Q. When adjective pronouns stand for nouns, ought they 
or ought they not to have the same gender, number, person, 
and case as the nouns for which they stand 1 

Q. Right, they ought, and they do as you doubtless saw 
above ; will it be difficult, then, to tell what gender, number, 
person, and case, these adjective pronouns are, when used as 
nouns 1 

Q. ' Some pursue one thing, others another.' Here are 
three adjective pronouns, which are they, and why are they 
so called 1 

Q. c One likes one's self.' c I gave the book to one, I know 
not to whom.' Here are two adjective pronouns, ' one,' (us- 
ed twice,) and ' one's,' in what case is each 1 

Q. Do you not see then, that the adjective pronoun, ( one,' 
is regularly declined 1 

Q,. Will you decline it 1 

Sing. 
Norn. One. 
Poss. One's. 
Obj. One. 

Q. Do we not sometimes see such an expression as this, 
' The great ones of the earthl' Does not ' one,' then, have a 
plural 1 Will you decline it in the plural 1 



154 INTELLECTUAL AND 

Plur. 
Nom. Ones. 
Poss. Ones'. 
Obj. Ones. 

Q. £ Another's property. 5 ' Others' property.' f The for- 
mer's phlegm was a check upon the latter 's vivacity.' Here 
are four adjective pronouns, which are they, and why 1 In 
what case is each, and by what words are they governed ? 

Q. What is the rule for the possessive case of pronouns or 
nouns ] 

Q. By observing these four sentences, you see what the 
possessive cases are, the others are easily told. Will you de- 
cline c other' 1 

Sing. Plur. 

Nom. Other. Nom. Others. 
Poss. Other's. Poss. Others'. 
Obj. Other. Obj. Others. 
Q. c One man will injure another.' Is, c another,' singular 
or plural 1 

Q. True, it is singular, and can we then ever say, c anoth- 
ers,' meaning more than one 1 Will you decline another, it 
being, as we have seen, used only in the singular 1 
Nom. Another. 
Poss. Another's. 
Obj. Another. 
Q. By examining a few sentences back do you not see that 
c former' and c latter' may be used in the possessive case ! 

Q. I will now give you a list of adjective pronouns, dispos- 
ed in sentences in which they are used both as adjectives and 
pronouns. They are in italics, but you must decide which 
are italicised as pronouns, and which as adjectives ; also 
what the pronouns stand for, when used as such, will you do 
this as I read them to you 1 

* Must I endure all this V l This apple I will give you.' 

1 1 know that but I cannot help l The end of that man is peace.' 

it.' ( These pears here are better 

' Those call it pleasure, and con- than those apples yonder.' 

lentment these,' 



PRACTICAL GRAMMAR. 155 

Q. By examining the foregoing examples, you will see 
that c this/ and c these/ denote objects or things which are 
near, but, ( that,' and ' those/ more distant, or absent. — 
When, however, in a discourse we say, c this, 5 you know that 
it refers to something last mentioned, and f that,' to some- 
thing before mentioned. ' This man. 5 c These men. 5 ' That 
man. 5 f Those men. 5 Here we see that the plural of ' this, 5 
is, c these, 5 of ' that, 5 < those. 5 

Q. How many adjective pronouns have already been named] 
Q. What do c this, 5 and ' these, 5 refer to, the nearest or 
most distant person or thing ! 

Q. To what do f that, 5 and f those, 5 refer! What is the plu- 
ral of < this 5 ! Of < that 5 ! 

Note — This, that, these and those, are sometimes called by 
grammarians, demonstrative adjective pronouns, because they pre- 
cisely point out the subjects to which they relate. 

Q. Will you now point out the adjective pronouns in the 
following, as you did in the foregoing sentences ! 

1 Some talk too much, others, l Some considerations swerve 

not enough:' me.' 

1 Let another praise thee.' l Another man has appeared.' 

1 If a soul shall sin against any 1 1 will take any thing which 

of the commandments.' you may choose to give me.' 

* He will either hate the one and ' I have but one apple.' 

love the other.' l All things were made by God.' 

1 All that come in to the tent, ' Abel was the father of such as 

and all that is in the tent, dwell in tents.' 

shall be unclean seven days.' \ Thy life shall hang heavy in 

1 If ye do such things ye shall doubt, and thou shalt have 

die.' none assurance of this life.' 
' On the other side.' 

Q. How many adjective pronouns are there in these last 
sentences ! 

Q. ' None, 5 you know means no one ; but ia this sentence, 
( Terms of peace were none vouchsafed, 5 you see that it is us- 
ed in the plural as well as the singular number. 

Note. — Some, other, another, any, one, all, such, have been 
called indefinite adjective pronouns, because they express their 
subjects in a general manner. 



156 



INTELLECTUAL AND 



Q. Will you point out the following adjective pronouns in 
the manner last described 1 



< Each man has a part.' 
Every of the clauses and con- 
ditions.' 

* Kelt her office is filled, but 
neither of the offices will suit 
the candidates.' 



* The four beasts had each of 

them six wings.' 
1 Impart to every mnn his due.' 
1 Either of the roads is a good 

one, consequently you may 

take either road.' 



Note. — From the preceding examples we find that, J each,' re- 
fers to two or more persons or things, and signifies, either of the 
two, or ever} 7 one of any number taken separately ; and that, 
' every' relates to several persons or things, and signifies, each 
one of them, all taken separately. When it is used as a pronoun, 
" it is chiefly in the law style." ' Every, the least variation.' 
Here we see that ' every,' is separated from the noun to which it 
belongs by a definite article. This however does not occur very 
frequently. ' Every seven years ' Here it is used with a plural 
noun, but the term implies a collective idea. 

1 Either' signifies only one of two persons or things, ' Either of 
the three,' would consequently be improper. 

' Neither' means, not either, that is neither one nor the other. 

Q. How many adjective pronouns have been named 
above 1 

Q. What does c each,' refer to 1 What does c every' denote 1 
Is it ever separated from the noun to which it belongs 1 In 
what cases is it used as a pronoun 1 

Q. What does c either' signify ? Would it be proper to 

say, ' either of the three' 1 What does c neither' mean 1 

Note. — Each, every, either, and neither are sometimes called, 
distributive adjective pronouns, because they denote the persons 
or things that make up a number, taken separately and singly. 



LESSON XLI. 

MENTAL, EXERCISES. 



Q. Will you pick out the following adjective pronouns as 



you have the foregoing ones 1 

* Abraham took sheep and oxen 
and gave them unto Abime- 
lech, and both of them made 
a covenant.' 



1 Many are called but few cho- 
sen.' 

1 The last shall be first and the 
first shall be last,' 



PRACTICAL GRAMMAR. 



157 



* A third is like the former' 
1 The difference between reason 

and revelation, and in what 

sense the latter is superior. 1 
1 And the children of Israel did 

so, and gathered some, more 

and some, less.' 



and more can never have 

enough.' 
1 He began to upbraid the cities 

wherein most of his mighty 

works were done.' 
* He came unto his own and his 

own received him not.' 



1 1 am not worthy of the least of ' Several of my unknown cor- 



thy 



holds 



respondents.' , 
' It is not material what names 

are assigned to thee.' 
1 In whatever condition I am, I 

will be content.' 
1 Give me more love or more 

disdain.' 

I Most men pursue pleasure as 

their chief good.' 

I I will attend to my own con- 
cerns.' 

< This is the book itself.* Self 

is used here for the sake of 

emphasis.' 
1 1 have several things to say to 

you.' 

Note. — This word several 
you see is used in the plural, as 
expressive of no particular num- 
ber, but not large. 



the ' mercies showed 

servant.' 
1 Both boys are here.' 
1 The tenor of man's life 

on the same.' 
1 I saw the same things to-day.' 

* There are many men but few 

philosophers.' 
' I saw the first man go in and 

the last man come out.' 
' Informer times.' 

* Hath not navigation discover- 

ed in these latter times whole 
nations at the bay of Saldo- 
nia' I 

; Harbor more craft.' 

1 Mary the mother of James the 
less.' 

' The least favor will be accep- 
table.' 

1 They that would have more 

Q. We have seen that c what,' and c whatever,' are com- 
pound pronouns when they stand for two words ; also that 
' what' is used as an interrogative pronoun in asking questions, 
and sometimes as an interrogative adjective pronoun, when it 
is added to a noun in asking a question ; but in the phrase 
above, both words are joined to nouns and no questions are 
asked. Are the words c what' and ' whatever' joined to the 
nouns after them, to describe or specify, something like 
adjectives 1 

Q. Are they then compound, or simply, adjective pro- 
nouns 1 

Q. C I will send such books as will please him.' In this 

sentence it is evident the meaning is, that those books which 

I send, will please him. Now since it is { books' which will 

please, c as,' must stand for books, else we shall have no 
14 



I 



158 INTELLECTUAL AND 

nominative to c will send.' If c as' stands for books, then it 
must be a pronoun ; and because the word for which it 
stands, is before it, as an antecedent, perhaps it is more cor- 
rect to call ' as,' a relative pronoun, taking the gender, num- 
ber, and person of its antecedent. 

Q. c I will take what goods are on board his vessel.' — 
c What,' we have seen before, when it is used as a pronoun, 
was considered a kind of compound pronoun. But in the 
last example, f what goods,' it is an adjective agreeing with 
books. 

Q. Do we say, c These book,' or c these books'?' f Tlrat 
books,' or f That book!' Do adjective pronouns then, or do 
they not, agree in number with their nouns 1 

Q. This is sufficiently important to constitute a rule. — 
Will you repeat 

RULE XYI. 
Adjective pronouns must agree in number with their 
nouns. 

Q. Will you tell me which of the words in the following 
sentences are adjective pronouns, and why ; also, what the 
rule is for their agreement 1 'This man. These men. — 
That book. Those books. All men. Each man. Some 
men.' 

Q. Will you, in correcting the following sentences, as I 
read them to you, give the reasons first, and then the rule ! 
( These man. This man. Those horse. That horses. — 
Each men. All man. Every men. Both man. Each of 
the four.' 

Q. Did you never hear people in conversation say, c Them 
cost me so much, or c I bought them articles very low' 1 
1 Them books are cheap'? 

Q. c In what case is ' them' 1 Besides, is it not joined to 
'books, 5 to specify, and can it specify, if it is a simple pro- 
noun in the objective, joined with a nominative ! Ought it, or 
ought it not, to be changed to ' those' 1 Thus, instead of say- 
ing, ( Them books,' ought we not to say, c Those books' ? 



PRACTICAL GRAMMAR. 159 

Q. Will you correct the following sentences, and in doing 
ft, will you give the rules and the reasons for the same 1 

1 1 want them books.' ' Do you know them young la- 

* Who owns them horses?' dies V 

1 What is the price of them hand- ' Observe them three persons.' 

kerchiefs ?' ' Them are one dollar.' 

'I wish to see them knives.' ' Where is them boys ?' 

Q. I will now give you a list of adjective pronouns, which 
have been illustrated by examples, that you may consult 
at pleasure. 

This, that, these, those, some, other, axother, 
axy, oxe, all, such, n"6ne a both, same, maxy, few, 
first, last, former, latter, less, least, more, most, 
owx", each, every, either, xeither, several, what, 
whatever. 

Note. — The foregoing is a list of those adjectives which do 
frequently stand for names. In these phrases, 4 The rich may 
have friends,' ' Associate with the loise and good,' ' The future 
will resemble the past,' the adjectives are used as nouns, and they 
niuy always be so considered, when they describe persons or 
things with a sufficient clearness, without the name to which they 
belong. 

Q. ( Rufus and William cams to town, and both of them 
went into the museum.' What does, c both,' stand for here 1 
What gender, number, and person is it then] What there- 
fore will it agree with ] What is the rule for its agreement I 
Who went into the museum, was it not c both' 1 To what 
then is f both' the nominative cas a I 

Q. Who, or how many came to town 1 How many agents 
are there then ? To what may ' William' be connected 1 
What is the rule 1 You say there are two agents, connected 
by and ; what then does 'came' agree with ? What is the 
rule for such agreement 1 

Q. What are the rules for the rest of the words in the sen- 
tence 1 

Q. c Both roads lead to Boston.' Does ' both stand for a 
noun here ? Is it not rather added to the noun c roads,' to spe- 
cify something 1 Which is it then, an adjective or pronoun 1 



160 INTELLECTUAL AND 

Q. If an adjective, what is the rule for it 1 What are the 
rules for the remaining words in the sentence 1 

Q. c Both/ you see, is used in the latter sentence as an ad- 
jective, and in the former as a pronoun; what is the name 
given to such words 1 

Q. In parsing adjective pronouns, used either as pronouns 
or adjectives, ought you not to mention what they are called, 
also, why they are so called, and then to proceed as in the 
last two examples % 

LESSON XLIL 

MENTAL EXEBCISES, 

Q. In speaking of the sun, do we not sometimes say, { He 
is setting,' and of the moon, < She shines brightly 5 1 

Q. Do not the pronouns c he, 5 and ( she, 5 refer, the former 
to sun, and the latter to moon 1 Of what gender must f sun 5 
and c moon 5 be then 1 

Q. True, sun is considered masculine and moon feminine, 
by a figure of speech, as it is called. Will you now tell me 
how words, naturally neuter, may be made masculine or fem- 
inine 1 

Q. c James, the mechanic, has arrived. 5 Who has arriv- 
ed ? Have two persons or only one arrived 1 James and the 
mechanic are one person, very true, ought not then these two 
nouns to agree in case 1 

Q. When two nouns then come together, signifying the 
same thing, would you or would you not say, that they agree 
in case 1 

Q. What therefore would you say in parsing c mechanic 5 ? 
If you make mechanic agree in case with c James, 5 which is 
correct, what is the nominative case to c has arrived' r 

Q,. As it is important to remember this, I will give a rule 
for it. 



PRACTICAL GRAMMAR. 161 

RULE XVII. 

When two nouns come together, signifying the same thing, 
they agree in case. 

Q. ' John, the blacksmith, is dead.' C I saw William, the 
lawyer.' Does ' blacksmith' mean the same person as c John' 1 
With what then does c blacksmith' agree in case, and what is 
the rule for it 1 

Q. In the second example just given, is f lawyer' and 
c William,' the same person] In what case then, is c lawyer,' 
with what does it agree, and what is the rule for it ! 

Q. c John is a blacksmith.' ' William is a lawyer.' ' Is,' 
you know, is a variation of the verb to be, which is always 
neuter, can it then have an object after it, and governed by 
it 1 Besides, is not c John' and { the blacksmith,' the same 
person, and is not c William' and the c lawyer,' the same per- 
son 1 

Q. Well, then, ought they or ought they not to be in the 
same case 1 

Q. True, they ought, for the same reason as in the former 
examples; the principle is obviously the same. The only 
difference is that now, one of the words comes before the 
verb, and the other after ; in the former instances, both came 
either before or after. Would then or would not, the follow- 
ing be a good rule for cases of this kind 1 

RUL.E XVIII. 

Any verb may have the same case after it as before it, 
when both words refer to the same thing 1 

Q. f I took her to be Mary.' Is c Mary' after the verb, 
and does c her' and c Mary' mean the same person 1 Well, 
then, in what case must c Mary' be 1 What is the rule for it 1 

Q. If you have been attentive to the foregoing, you have- 
observed one thing, which ought to be remembered, viz. that 
it makes no difference what case comes before the verb, whe- 
ther nominative, possessive, or objective, the verb will still 
have the same case after it as before, it. Well, then, if it 
14* 



I 



162 



INTELLECTUAL ANI) 



have an objective case before it, what case will it have after 
it, by the last rule ] 

Q. ' She walks a queen.' Do c queen 5 and ' she' refer to 
the same person] What then is the rule for ' queen,' since 
it is after the verb ] 

Q. c She is considered a lady of distinction.' Do these two 
nouns, one before and the other after the verb, both refer to 
the same thing or person] What then is the rule for ' lady' ] 

Q. What is the rule for the rest of the words in the sen- 
tence ] 

Q. The following are proper examples under the two rules 
last illustrated ; will you parse the words which fall under 
these rules] 



c Ye are they.' 

c She moves a queen.' 

c Thou art my friend.' 

* Peter and Edward are bro- 
thers.' 

1 Plautus was accounted a po- 
et.' 

4 Cicero was a very eloquent 
man.' 

c I considered him to be a phi- 
losopher.' 

c Julius Caesar, a Roman gen- 



■ George will become a great 

scholar.' 
' They are good companions.' 
f Virtue is a precious jewel.' 
c Varro was esteemed a great 

man.' 
c I took it to be him/ 
' Alexander the Great subdu- 
ed Asia.' 
' Claudius Nero, Caligula's 
uncle,Drusus s son, a sei se- 
less, foolish fellow, obtain- 
ed the kingdom.' 



eral, conquered the Gauls.' 
f He sat judge.' 

Q. Will you correct the following, as I read them to you ; 

also give the rules, and tell why they are wrong] 

c It is me.' ' It was him.' 

c Was it me]' c It was them.' 

' It was he that did it.' ' I thought him to be thou.' 

c It was not me, it was him.' . c It could not have been her.' 

■ I took it to be she, but it was < Mary 
him.' me.' 



is often taken to be 






PRACTICAL GRAMMAR. 



163 



LESSON XL1II. 

QUESTIONS ON ADJECTIVE PRONOUNS. 



Q. Are the numbers c one, 
two, three/ &c. adjectives] 

Q. What then is a more ac- 
curate definition of adjec- 
tives, than the one before 
given 1 

Q. Are adjectives of number 
compared ] 

Q. Are there any others that 
are not compared/! Why 
are they not ] 

Q. Will you mention some of 
this description] 

Q. What is the meaning of 
the term adjective pronoun] 

Q. When are words called 
adjective pronouns] 

Q. Is c both' an adjective pro- 
aouir! Why] 

Q. What kind ot an adjective 
is < this' ] Why ] 

Q. What kind of an adjective 
is f that' ] Is c these' 1 

Q. When do we use c that'? 
When < these ' ] 

Q. Are any of these adjec- 
tive pronouns declined] 

Q. Will you decline ' one ] ' 
' Another' ] 

Q. Does c one' have a plural] 

Q. Does £ another' have a plu- 
ral? 

Q. In how many cases may 
c former' and ' latter' be 
used ] 

Q. What does ' each' denote ? 

Q. Is it proper to say, ' each 
of the three, four,' &c. ] 

Q. Is c every' sometimes join- 
ed with a plural noun ] 
Q. What does c neither' mean] 
Q. How is < itself used] 



Q. When are ' what' and 
c whatever' compound pro- 
nouns ] 
Q. When is f what' an inter- 
rogative pronoun ] 

Q. When is c it' an interroga- 
tive adjective pronoun? 

Q. When are < what' and 
' whatever' adjective pro- 
nouns ] 

Q. Is £ as' ever used as a re- 
lative ] 

Q. Are there not other words, 
besides those enumerated 
in the foregoing list, which 
are sometimes used as ad- 
jective pronouns] 

Q. Why then are they not 
classed with these, and call- 
ed by the same name ] 

Q. Are adjective pronouns 
ever compared] 

Q. What is the rule for ad- 
jectives agreeing with nouns] 

Q. Why is it not correct then 
to say, < This books' 1 

Q. Is it correct to say, ' Them 
books' ] 

Q. Why is it improper to say, 
' Them men are gone' ] 

Q. Are nouns naturally neu- 
ter, ever used as masculine 
or feminine ] 

Q. When two nouns come 
together, signifying the same 
thing, are they in the same, 
or different cases ] Suppose 
a verb intervenes, what is 
the rule then ] 

Q. Why then is it not correct 
to say, 'I am her whom 
you saw' ] 



I 

I 
I 

I 

I ; 



164 



INTELLECTUAL AND 



LESSON XLIV. 



MENTAL EXERCISES. 



1 A good man will 
respect his neigh- 
bours' rights. 5 

' The man, whom 
I saw, perished on 
the mountains.' 

( His wife and chil- 
dren are forsaken by 
their best friend.' 

( James and John 
are the persons de- 
signated.' 

( Ah! me! I die.' 

' I caught him 
striking his brother 
shamefully.' 



Q. These sentences contain all the 
different parts of speech, and exemplify 
nearly all the rules which you at pre- 
sent understand. Will you answer all 
the questions respecting these exam- 
ples 1 You will then have a model for 
parsing other sentences. In the first 
place, how many articles are there m 
these sentences, of what kind, and why] 
To what does the first article be- 
long 1 

Q. What is the rule for the definite 
article ? For the other articles 1 

Q. Which are the adjectives, and 
why are they adjectives 1 Will you 
compare each of them ? Are they reg- 
ularly or irregularly compared, and 
whyl In what degree is each, and why 1 What does 'good' 
describe, or qualify 1 

Q. To what then does c good' belong 1 What is the rule 
for adjectives 1 

Q. There are seven verbs, which are they, and why are 
they verbs 1 

Q,. Will you name the present and imperfect indicative 
active, and the perfect participle of each ? Are they regular 
or irregular, and why 1 There are threa active verbs, which 
are they, and why / There are three neuter and one passive, 
which are they, and why 1 In what mode and tense is each 
verb in the examples, and why ] Will you conjugate each 1 
In what person and number is each, and why 1 

Q,. In the first sentence, e who will respect ?' What then 
does c will respect,' agree with, and what is the rule 1 What 
is the rule for each of the remaining verbs 1 



PRACTICAL GRAMMAR. 165 

Q. What will f a good man' do 1 To what then is c man 5 
the nominative 1 What is the rule for the nominative 1 What 
will he respect 1 What then is the object of c respect/ that 
is, the objective case 1 By what is ( rights' governed 1 What 
is the rule for it 1 

Q. What are the rules for the remaining nouns in all the 
examples 1 

Q,. There is one relative, and nine personal pronouns. 
Which are the personal, and why 1 Which is the relative, 
and why 1 What do the personal pronouns stand for 1 What 
then is their gender, number, and person ? What is the rule 
for each ? Does, * his/ denote possession 1 In what case is it 
then 1 What is the rule for the possessive easel 

Q, What is the rule for each of the remaining pronouns 1 

Q. If * whom, 5 stands for, and refers to c man,' in what 
gender j number, and person, must it be ? What is the rule 
for its agreement with 'man'] Is not 'whom/ referring to 
1 man,' the object of f saw' ? In what case then is c whom, 5 
and why ] By what word is it governed, and what is the 
rule] 

Q. There are two participles. Which is present and which 
is perfect ! Who are c designated' ? To what then does c de- 
signated' refer? What is the rule for it ? 

Q. What is the rule by which ' striking 5 agrees with him] 

Q. There are two conjunctions. Which are they, and 
whyl Are they copulative or disjunctive, and why] 

Q. There is but one word that describes or qualifies the 
action of a verb or participle, which is it! What part of 
speech would you call it ] What is the rule for the adverb 1 

Q. Is there an interjection in the example ? Which is it, 
and why 1 

Q,. Will you parse the following sentences, and give the 
reasons as above 1 

1 James is a mechanic' ' He went behind the house, 

* I will do all my pleasure.' before tlfe Jiouse, beside the 

* Modesty is a quality that house, on the top of the 

highly adorns a woman.' house, into the house, 



166 



INTELLECTUAL AND 



through the house, into the 
parlor, up the chimney, and 
down the roof, but could 
not find him.' 

' James, the mechanic, has 
left us.' 

1 He that acts wisely deserves 
praise.' 

' John Nokes is a worthy citi- 
zen.' 

e There are many men of ma- 
ny minds.' 

* There are many birds of ma- 



' There are many fishes in the 

sea.' 
c And there are many men 

that do decree.' 
c There is a boy whose name 

is John. 5 
' He might learn if he would.' 
( Industry will be rewarded.' 
c I will respect him though he 

chide me/ 
c Remember the sabbath day.' 
' I kept two dogs but neither 

of them is now living.' 



ny kinds.' 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you write down four sentences containing an ar- 
ticle, an adjective, in the superlative degree, and a noun ; also, 
four having the indefinite article c an,' used correctly, the ad- 
jectives in the comparative degree, and four neuter nouns, 
all in the plural 1 Four sentences having four adjectives in 
the positive degree, and four nouns in the feminine gender. 
Write twelve sentences, each having a personal pronoun, 
verb, and object 1 Will you Avrite as many sentences as 
there are relative pronouns, with two verbs and two objects 
in each ? Will you write four examples in which it shall be 
more elegant to use ( that,' than c who' or c which' \ Twen- 
ty, each having a specifying adjective of number, joined 
with the same noun ! Will you write thirty sentences, having 
the same nominatives and objects, but each verb different 1 
Will you write the last examples in the passive form ? Write 
the following examples in the possessive case, retaining the 
same meaning, viz. c The book of John,' c The hat of man,' 
' The bonnet of my sister' 1 

Will you change the following into other forms of expres- 
sion, retaining the same meaning, viz. ' John's slate,' c Ru- 
fus's pen,' c William's top,' c Susan's handkerchief? Will 
you write your own name correctly joined with the word 
book! An example of each mode and tense of an active, pas- 
sive, and neuter verb? Will you write five sentences, each 



PRACTICAL GRAMMAR. 1G7 

having a different personal pronoun, for an agent, or the nom- 
inative case, two verbs, one in the indicative and the other 
in the infinitive mode 1 Several sentences each having a pres- 
ent participle 1 Several having a present participle, referring 
to a noun, also governing an object'? Several having the 
same agents, but different verbs, each in a different mode or 
tense? Twelve sentences, each having an adjective pronoun 
used as a noun 1 Also, twelve sentences, each having an ad- 
jective pronoun used as an adjective? Twelve objects for 
this — c William is striking '1 Twenty different adjec- 
tives to this — c A boy' 1 Twenty different verbs to this — 

c John William' \ Twenty different verbs in the infini- 
tive after this — f I began ' 1 Supply the words in the fol- 
lowing sentences : f John went the house the room 

garden wall the boat the river the 

hill the top of it its side his brother and sis- 
ter'! 

Q,. What part of speech do you call the words which you 
have supplied in this sentence 1 

Q. Some of the conjunctions you recollect are, c and, if, 
that, as,' &c. Will you supply conjunctions to make out the 

sense to these phrases. c He is younger I am.' c She 

can improve she pleases.' c He has time oppor- 
tunity he would only improve them'. c He writes 

he may learn.' 

Q,. Will you write four sentences each having a verb quali- 
fied by an adverb 1 Four, each having a participle qualified 
by an adverb 1 Four, each having an adverb, qualified by 
another adverb ! 

Q. Will you write two sentences, each containing an in- 
terjection? 

Q. Will you write a sentence containing all the different 
parts of speech ! 

Q. Will you now give an example of an article agreeing 
with a nounl Of a noun that shall be nominative to a verb 1 
Will you thus illustrate every rule which you have used by 
suitable examples ? 



168 INTELLECTUAL AND 

Q. Will you now begin with the first example which you 
wrote down, and give the rules for each word in .that and the 
succeeding examples 1 Then will you commence as before, 
and class each word throughout all the sentences 1 



LESSON XLV. 

MEXTAL EXERCISES. 

Q. l James, where is that knife V Is James spoken to % 
In what person then is James 1 Does James appear to be an 
agent or an object of the verb, or neither! 

Q. ' Why is James a noun 1 Now do you or do you not 
recollect that the nominative case is so called, because it is 
the naming, or leading case ? 

Q. Again; does or doss not the word c James' stand by 
itself, that is, does it or does it not depend at all on the rest 
of the sentence ? 

Q. True, it does not ; it is independent of it. Since then 
James is simply a name, and as the nominative is the naming 
or leading case, would you or would you not say of such 
nouns as stand by themselves, being the names of persons 
spoken to, that they are in the nominative case independent ? 

Q. Very true, they are placed independently. I will there- 
fore state it in the form of a rule, will you repeat 
RULE XIX. 

A noun or pronoun, denoting the name of a person or thing 
addressed, is in the nominative case independent. 

Q. c Ladies, I rise with astonishment.' Does this word 
' ladies,' stand by itself, and is it in the second person] What 
then is the rule for it 1 

Q. What are the rules for the remaining words in the ex- 
ample 1 

Q. ' Joseph, I am astonished.' What is the rule for < Jo- 
seph V 



PRACTICAL GRAMMAR. 169 

Q. What are the rules for the remaining words in the sen- 
tence 1 

Q. Will you give the rules for the words in the following 
sentences 1 

1 Gentlemen of the Jury.' ' Father, I have done wrong.' 

f Reverend Sir, I received f Oh ! my mother ! what shall 

your letter.' I do lor thee.' 

Q. c The army being taken, we relinquished all hopes.' 
Does or does not, ' the army being taken, 5 stand independent 
of the rest of the sentence 1 

Q. Do you or do you not see, that we have a nominative 
case independent here, as much as in the former examples 1 

Q. Does or does not the nominative here, have a participle 
joined with it, alike independent of the rest of the sentence 1 

Q. Well, then, since the example is so similar to the last, 
we might class them together, might we not 1 Perhaps, how- 
ever, for the sake of distinguishing them, it may be well to 
give the last example a new name. Since c absolute' means 
c independent,' would it not be a good name for instances of 
this description, where a noun and a participle joined with it, 
are connected with the rest of the sentence 1 

Q. True, it would. I will now give you this rule. Will 
you repeat it t 

RULE XX. 

A noun or pronoun joined with a participle, and not de- 
pending on the remaining part of the sentence, is put in the 
nominative case absolute. 

Q. ' The army being taken, all hopes were abandoned.' 
What is the rule for c army' 1 What are the rules for the re- 
maining words in that and the following sentences 1 

whole estate devolved on 
c Shame being lost, all virtue him.' 

is lost.' c The sun having arisen, all 

'John's father having died, the things appeared lovely.' 

Q. c To conclude, the power can never return.' c Has to 

conclude,' any verb or any thing before it, to govern it ? Has 

it any thing to do with the rest of the sentence 1 Does it then 
15 



170 



INTELLECTUAL AND 



or does it. not, stand independently of the rest of the sentencel 
Q. Well, then, if it is independent, can Ave do any thing 

more, when we parse it, than simply to state this fact 1 Very 

true, we cannot. Will you then repeat it 1 
RUEE XXI. 
The infinitive mode is frequently independent. 

Q. Will you give the rules for each of the words in the 
following sentences 1 



( To confess the truth, I was 
much in fault.' 

( To speak plainly, I compel- 
led him.' 



c To proceed I expect the sa- 
crifice must be made. 

c To exert his power, he op- 
pressed his men.' 



LESSON XLVI. 



MENTAL, EXERCISES. 



Q. ' To excel requires much study.' Is c to excel' inde- 
pendent of the rest of the sentence as in the former exam- 
ples ? 

Q. Does not c to excel,' do something 1 What does it dol 

Q. If it is c to excel/ that requires, is or is not c to excel' a 
kind of agent or nominative case to f requires' 1 

Q. True, it is the nominative case, and as the verb is of 
the third person, singular number, in what person, and num- 
ber may c to excel,' its nominative case, be considered! 

Q. c To sing vulgar songs will degrade a man.' What 
c will degrade' a man 1 Is it not c to sing vulgar songs' 1 Well, 
then, may or may not, the whole phrase c to sing vulgar 
songs' be considered as the nominative case to c degrade' 1 

Q. Let us now put these facts into the form of a rule. Will 
you repeat 

RULE XXII. 

The infinitive mode, or part of a sentence, may be used as 
the nominative case to verbs of the third person singular. 

i To be learned requires much study. 5 



PRACTICAL GRAMMAR. 171 

c To do mean acts degrades a man.' 

Q. What are the nominatives to the verbs, c requires' and 
' degrades' 1 

Q. Will you give the rules for each word of the preceding 
sentences, and also of the following ones ] 

c To be often vexed shows for a new one is not good 

weakness.' policy.' 

c To relieve the oppressed is ' To begin is the best way to 

commendable. accomplish.' 
' To renounce an old friend 

Q. £ To govern that unruly member, the tongue, is some- 
times difficult.' How many words constitute the nominative 
case to c is,' in the last sentence 1 

Q. Does or does not the word f difficult' describe this nom- 
inative 1 

Q,. Well, then, when there is an adjective describing any 
phrase or nominative, must it or must it not belong to that 
phrase or nominative 1 

Q. In parsing such sentences, the different parts of speech 
may be parsed by themselves, and the infinitive, only, be 
considered the nominative to the verb. Will you parse the 
following sentences ? 

' To support a just cause is ( To have a competency is 
the duty of all. very desirable.' 

1 To be ridiculed is unplea- 
sant.' 

LESSON XLVII. 

MENTAL EXERCISES. 

c He came to instruct.' ' He was worthy to be regar- 

' He was endeavouring to ded.' 

learn.' c He is ah object to be pitied.' 

'I took it to be her.' 

Q. In the first example what does the infinitive, c to instruct,' 
follow 1 What does the infinitive follow in the second I 
What in the third 1 The fourth] Fifth 1 



172 



INTELLECTUAL AND 



Q. Can we then, or can we not, make a rule with these 
facts 1 When the infinitive comes after, either a verb, parti- 
ciple, adjective, noun or pronoun, on which it depends, may 
it or may it not be said to be governed by either of these 
parts of speech 1 

Q. Well, then, in parsing, you may state the whole rule or 
only that part which applies to one instance. Will you 
repeat 

RULE XXIII. 

The infinitive mode may be goverened by verbs, participles, 
nouns, pronouns or adjectives. 

Q. Will you examine the five foregoing examples, at the 
commencement of the lesson, and parse each word in them, 
also in the following 1 



< He was eager to learn.' 

c The instructor requested 

him to write.' 
c I saw William trying to 

swim.' 



e James prevailed on William 

to study.' 
c He endeavoured to make 

progress in his studies.' 



Q. c They love to play.' e They love to read books.' In 
these two examples, what do c to play' and f to read,' fol- 
low % 

Q. What then is the rule for each] But what do they 
c love ] What then is the object of c love' in both examples ] 

Q. True, c to play' is an object, and c to read' books is 
another ; but the infinitive and all the words may be govern- 
ed without considering this fact. 

Q. When then we parse the verb, can we or can we not, 
in this manner, determine whether the verb before the infini- 
tive is active, or not ] 

Q. Hence do you see that the infinitive or part of a sen- 
tence does sometimes perform the office of an agent, or nom- 
inative, and sometimes of an object or objective case] 

Q. c They desire to make progress in learning.' What does 
c to make,' follow in this sentence ] What then is the rule 
for ' to make' 1 






PRACTICAL GRAMMAR; 173 

Q. But what do they 'desire' 1 Is not ' to make progress 
m learning' the object in factl Is ' desire' then an active or 
passive verb ? 

Q. This object, being a sentence, consists of several 
words, what is the rule for the other words besides c to make,' 
also for those in the following- sentences 1 

' William desires to excel.' ' The boys love to slide on the 
' Man likes to associate with ice.' 
man.' ' A good boy hates to be idle. 5 

' I bade him do it.' What is the rule for ' F 1 For ' bade'? 
For ' him' 1 Now it would seem that ' do,' ought to be in the 
infinitive, since it follows another verb, but has it the sign 
' to"? Well let us see if we cannot supply it, although it 
should not sound quite so well. ' I bade him to do it.' — 
Now since ' to,' is understood, what rule would you give for 
'do'l 

Q. I will now give you several examples to be parsed, in 
which there is an infinitive, without the sign ' to.' Will 
you tell me which they are, and what is the rule for each as I 
read them to you 1 

' I bid you do it.' ' He dares not repeat that 
' James saw him catch the speech.' 

bird.' - ' I heard him declaie it.' 

' I hear him breathe.' ' James, let him go.' 

Q. How many verbs are in the foregoing sentences, in the 
infinitive mode, without the sign ' to'] Which are they ] 

Q. There may be some verbs, besides those named above, 
that have an infinitive after them without the sign of the pre- 
positition; but you can easily tell them by the sense of 
the sentence. I will give you a list of the most common ones 
in a rule. Will you repeat 

RULE XXIV. 

Verbs that follow bid, dahe, let, see, hear, feel, 

make, and some others, are in the infinitive mode without 

* the sign of the preposition ' to'. 

Q. Will you parse the following examples 1 

'He saw the lion jump.' 'Susan, let Catharine have 

' Boys, let the dog go.' her book.' 

' They heard Mary sing.' 15* 



174 INTELLECTUAL AND 

LESSON XL VIII. 

MENTAL EXERCISES. 

Q. In speaking of the boys in any school, would you say 
c A part is out/ or c a part are out 5 ] What are out 1 Is it, or is 
it not, a part of the boys, which is the nominative case to 
c are 5 ] Is, or is not, c are, 5 plural ] 

Q. Is this then agreeable to the rule that a verb must agree 
with its nominative, in number 1 Let us examine the exam- 
ple a little. Do we not by c part 5 mean more boys than one ] 
If ' part' signifies more than one, is it, or is it not, plural, in 
fact] 

Q. Well, then, since part stands for more than one, that 
is, for several, must it have a singular or a plural verb 1 

Q,. c The army commit many depredations. 5 This is more 
correct than to say, f commit many depredations, 5 is it not] 
Does, or does not, c army, 5 include the idea of many soldiers] 

Q,. Here then is a noun signifying many, used as a nomi- 
native to a singular verb, and in the other case the fact was 
directly contrary. Do you then, or do you not see, that a 
noun meaning many, may be the nominative either to a sin- 
gular or plural verb ? , 

Q. We must examine these two examples, and see if there 
is not a difference between them. When I say, c A part of 
the boys are out/ do I or do I not mean, that several, say 
perhaps a dozen or more, are out ] When I say, ( The army 
commits many depredations,' do I mean that several soldiers 
commit, or do I mean that the whole army, taken as a body, 
commits many depredations ] 

Q. Now then do you not see a plain difference in the two 
instances 1 

Q. When, then, we have a noun standing for many indi- 
viduals, and in using it, we refer to a part of them only, but s 
more than one, must the verb agreeing with it, be singular or 
plural ] 



PRACTICAL GRAMMAR. 175 

Q. When we use the noun which stands for many individ- 
uals, and mean the whole, taken as one single body, in what 
number must the verb be, that agrees with it 1 

Q. I will give you a rule for this, will you repeat it ! 
RUL.E XXV. 

A noun, singular in form but meaning many individuals, 
may have a verb agreeing with it in the plural, when refer- 
ence is had to a part, only, of those individuals ; but when 
reference is had to them, as a whole, the verb must be sin- 
gular. 

Q. Will you parse the following sentences ! 
c A part of the boys are out.' c The multitude rush. 5 
C A part of the boys are dis- ' A part spoil the altars.' 

missed.' i The multitude eagerly pur- 

c The council were not unani- sue pleasure as their chief 

mo us when they separated.' good.' 

Q. c The meeting was large.' Here f meeting' stands for 
many individuals, it is true, but does it not refer to them as a 
body 1 Is it then plural in fact ? Ought the verb then to be 
' was' or c were' 1 

Q. Does then or does not, f was,' agree with c meeting,' 
according to the general rule, c A verb must agree with its 
nominative, Sac A 

Q. The following sentences contain violations of the above 
rule. Will you parse them, correct them, and tell why they 
are incorrect 1 
' Apart of the boys has re- 'The nation are powerful.' 

turned.' ' The church have no reason 

'In the days of youth the to proceed in this manner.' 

multitude eagerly pursues ' The people has many privi- 

pleasure. 5 leges.' 



LESSON XLIX. 

MENTAL, EXERCISES. 

Q. * He walked a mile.' Did he walk anything! Does 
' walked/ then, have an object after it I 



176 



INTELLECTUAL AND 



Q. Is ( mile' then in the objective case, and governed by 

< walked' 1 

Q. Well, then, let us suppose it to be in the nominative. 
But can it be in the nominative after the verb, for does it 
mean or refer to the same person, as, ' he,' the nominative 
before the verb 1 

Q. If it were the nominative after the verb, what would 
be the rule for it 1 

Q. We will next see if there are any words omitted, as in 
a former example. Does the sentence mean the same, as 

< He walked over the space of a mile' 1 

Q. In what case is ( mile, 5 in this instance having the pre- 
position before it. 

Q. Now since it is customary in speaking to omit in this 
manner, several words in a sentence, as in speaking of time, 
to say, e The gentleman visited me a week 5 ; of measure, 
' The Chinese have built a wall fifteen feet high 5 ; and of dis- 
tance, * He ran a mile 5 ; would you not say that nouns signi- 
fying time, distance, and measure, are put in the objective 
case, and governed by a preposition understood 1 

Q. In what case then are ' week, 5 ' feet, 5 and ' mile,' in the 
foregoing examples 1 

Q. As many cases of this kind may occur, it will be well 
to have a rule to dispose of them. Will you repeat 
RULE XXVI. 

Nouns signifying time, measure, distance, direction, or 
space, are in the objective case, and governed by a preposi- 
tion understood. 

Q. Will you parse the following examples 1 

* He lived twenty years. 5 c He was confined thirty days.' 

e They were carried six hun- c Congress continued in ses- 

dred miles. 5 sion six months.' 

6 They built a wall twenty 6 The last summer I visited 

feet in thickness . ' New-Haven . ' 

Q. c He taught me grammar.' c He gave me a book.' What 
did he teach, and what did he give 1 What then are ob- 



PRACTICAL GRAMMAR. 177 

ject3 of c taught' and ' gave'] What are the rules for each] 
Is not c me' in the objective ] 

Q. Well, then, we have two objective cases after each 
verb,*have we not] 

Q. Here, perhaps, we shall have a little difficulty, for do 
you know of any rule by which we can govern c me' 1 Let us 
examine these examples, and see if there is not some little 
word left out before c me, 5 in each instance. ' He gave a 

book me. 5 c He taught grammar me.' What word, 

and what part of speech is there, that you can insert, and 
make sense ] 

Q. What then is c me' governed by, in each example, and 
what is the rule 1 

Q. c He asked me a question.' What did he ask ? Of 
whom did he ask ] 

Q. What then are the rules for ' me,' and c question' ? 

Q. Well, now, since it is customary to omit the preposi- 
tion after some verbs, we can make a rule to suit this fact. 
Will you repeat 

HTTLE XXVII. 

Active verbs of asking, teaching, and some others^ are fol- 
lowed by two objective cases, the one of a thing, the other of 
a person ; a preposition being understood. 

Q. Will you parse the following examples 1 

' The lecturer taught me as- ' He asked me some ques- 

tronomy every day.' tions respecting that science.' 

6 My father gave me food and ' He wrote me a very long let- 
clothing twenty-one years.' ter last winter.' 



mm 



» g §M .. 



LESSON L. 

MENTAL EXERCISES. 

Q. c He taught me grammar.' Then grammar was taught 
me, by him. Do you see in the last example after the pas- 
sive verb, ' was taught,' we have c me,' in the ©bjective case, 
and governed by ' to,' understood ? 



INTELLECTUAL AND 



Q. You have learned that every active verb maybe made 
passive, by making the object the nominative case, but do we 
not sometimes meet with this same meaning, expressed thus 
— ( I was taught grammar by him' ? 

Q. In this phrase, instead of making the object of the ac- 
tion, the nominative in the passive, is it not placed after the 
verb ? 

Q. Is it or is it not still in the objective case ? 
Q. Well, since this and similar modes of expression have 
come into use, can we or can we not say, that passive verbs 
have sometimes an object, that is, an objective case after 
them 1 

Q. f He asked me a question.' f I was asked a question. 5 
What did he ask me 1 Is e question' the object in both exam - 
pies 1 Now let us put these facts into the form of a rule. 
Will you repeat 

HULE XXVIII. 
Passive verbs of asking, teaching, and some others, are fol- 
lowed by the objective case. 

Q. Of the following, some are proper examples under the 
last rule, and others under the last but one. Will you parse 
them correctly 1 



1 1 asked him the question. 3 
'The question was asked him. 5 
( He was asked the question. 5 
c A letter was written me.' 
c The bishops and abbots were 
all allowed their seats in 
the house of lords. 5 
' The emperor forbid There- 
sa his presence. 5 



c He taught me grammar. 5 
f He wrote me a letter. 5 
c They allowed him his seat. 5 
c Theresa was forbid the pre- 
sence ot the emperor. 5 
' The presence of the emper- 
or was forbid Theresa. 5 



LESSON LI. 

MENTAL, EXERCISES. 

Q. ' In the beginning of the world. 5 What kind of partici- 
ple is c beginning 5 ] 



PRACTICAL GRAMMAR. 179 

Q. Who or what was c beginning,' or in other words, is 
there any thing for 'beginning' to refer tol True, there is not, 
but possibly it may partake of the nature of another part of 
speech. Does it, or does it not mean the same as commence- 
ment, that is, does it, or does it not have the sense of a noun'? 
Q. True, it does, and it has an article before it. What 
part of speech then, may a participle be sometimes called, 
when it has an article before it 1 

Q. We shall sometimes wish to distinguish this class of 
nouns from others, shall we not 1 

Q. Since 'participial/ means relating to participles, would 
it or would it not be a good name for such participles as are 
used as nouns 1 

Q. ' They spend large sums in decorating their houses.' In 
decorating \\kM What then is the rule for governing 'houses,' 
by the participle ' decorating' 1 

Q. ' Decorating' has no article before it, it is true, but does 
it refer to any thing, does it not rather have the meaning of 
ornament 1 Let us see: c in the ornaments of their houses.' 
Does not this make sense 1 

Q. If then, ' decorating' means the same as the noun ' orna- 
ments,' ought it, or ought it not, although it has no article 
before" it, to be called a participial noun] 

Q. Well, if it is a noun, what word is there before it, by 
which it must be governed 1 

Q. From the foregoing remarks, what does it appear, that 
all participles, whether they take an object after them or not, 
may be called, when they have the sense of nouns ] 

Q. Participial nouns is a good term for them; they gene- 
rally have an article before them, though not always. Do 
you recollect whether the participial noun, ' decorating,' gor- 
erned 'houses' in the objective case] It may be well to remem- 
ber what case participial nouns govern. Will you therefore 
repeat 

RULE XXIX. 
The objective case maybe governed by participial nouns. 



180 



INTELLECTUAL AND 



Q. Will you parse the following sentences, illustrating the use 
of a participial noun, both with and without an objective easel 
< Some things perish in the ' Pleased with the whistling of 



using, others in the using 

become more valuable. 5 
: By the fear of raising envy.' 
1 Without having been in the 

world.' 
c Reading is useful.' 
e Do you teach reading and 

writing ] ' 
< In correcting his sentences, 

he made some mistakes.' 



a name. 
c He bore his misfortunes 
without uttering one com • 
plaint.' 
c He was busy in making prep- 
arations for his departure.' 
* Being praised was his ruin.' 
c By the observing of these 

rules he succeeded.' 
1 Excessive drinking is ruin- 
ous to a man's health.' 



"It Q^^Q !(• ' 



LESSON LII. • 

MENTAL. EXERCISES. 

Q. c He does nothing.' Does this mean that he does any 
thing'? 

Q. c He does not do nothing.' Does this mean the same 
as the other ] 

Q. Well, then, if he does not do nothing, does he or does 
he not do something ] 

Q,. c He does evil.' Does this phrase affirm or deny any- 
thing] 

Q. c He does not do evil.' Does this affirm or deny any- 
thing] 

Q. Well, now, since negative means denying, and affirma- 
tive means affirming, would you call this sentence, c he does 
good,' an affirmative or negative sentence] 

Q. ' He does not do good.' Is this a negative or an affirm- 
ative sentence ] 

Q. Is this a negative or an affirmative sentence, f He does 
not do nothing]' 

Q. Nothing you know, means not any thing, and is there 
not another negative word ] 



PRACTICAL GRAMMAR. 181 

Q. How many negative words then, are there in the sen- 
tence 1 

Q,. You say there are two and also that it is an affirmative 
sentence. Well, then, do not two negatives destroy each 
other, that is, are they not equal to an affirmative 1 

Q. It will be useful to remember this, perhaps it is of im- 
portance sufficient to constitute a rule. Will you therefore 
repeat 

RULE XXX. 

Two negatives destroy one another or are equal to an affir- 
mative. 

Q. Will you correct the following sentences, and in doing 
it, tell what a sentence having two negatives means, and then 
give the rule 1 

c He does not do no harm. 5 f Nor did I not perceive him. 5 
c Be honest,nor take no shape, c I am poor, I do not possess 
nor semblance of disguise. 5 no property. 5 



LESSON LIII. 

MENTAL, EXERCISES. 

Q. c I detained you that you might see that man that was 
murdered. 5 How many <thats 5 are there here! They are 
each of a different part of speech as you doubtless see. Let 
us see if we can pick them out. What does the last c that 5 
stand for, or relate to 1 

Q. What part of speech is it then 1 Can c who' or c which 5 
be substituted for this word in this place and make sense, 
thus, c that man who 5 or c which was murdered V 

Q. When, then, you can substitute c who 5 or f which 5 for 
c that 5 and make sense, what part of speech is it ? 

Q,. Can you use i who 5 or < which 5 for the ■ that,' which 
16 






182 INTELLECTUAL AND 

stands before e man' ] Is it a relative then, or is it added to 
the noun to specify] Is it not then an adjective pronoun 1 

Q. Is the first ' that' in the sentence, added to a noun 1 
Can ' who' or c which' be used in its place 1 Is it then either 
an adjective or relative pronoun ? 

Q,. Does it not assign a cause, or give a reason, why I de- 
tained you, and at the same time connect the clauses of the 
sentence together 1 

Q. Well, if it connects by expressing addition, cause, &c. 
is the word a pronoun, or conjunction 1 

Q. In such phrases as the above, the sense is the best 
guide, it is true, to determine the parts of speech. But as 
this word { that,' is a relative when you can substitute i who* 
or c which' for it, and an adjective pronoun when joined with 
a noun to specify, of course then, when it is neither of these 
parts of speech, it must be a conjunction, must it not ? 

Q. ' I dislike such folks as love idleness.' What is the 
object after c dislikes' 1 By what then is l folks' governed 1 

Q. Is it not ' folks' that love idleness 1 Then what can be 
the nominative to ' love' unless it is c as' ] 

Q. Does c as' stand for * folks' then! What part of speech 
then is c as,' when it stands for or refers to a noun 1 

Q. What is the rule for its agreement with f folks'? In 
what case is ' as'? Do you notice that it follows c such' in 
the same sentence 1 

Q. When then f as' follows c such,' in the same sentence, 
what part of speech is it generally called 1 

Q. Can you also tell by the sense, as well as by the word 
c such,' when f as' is a relative pronoun 1 

Q. C I found such a thing as I never saw before/ What 
did I find 1 What then is the object of found, and what is the 
rule for it 1 

Q. What did I never see before 1 Does ' as' stand for 
( thing,' then, here, or does it not 1 
Q. If it does, what is its gender, number, and person 1 
Q. You say that ( thing,' is, strictly speaking, the object of 



PRACTICAL GRAMMAR. 183 

'saw/ and that c as' stands for this word ' thing' : in what 
case then, is ' as, 5 and what is the rule by which it is govern- 
ed by c saw' 1 

Q. Do you find from the foregoing, that f as' may be in 
the objective, as well as in the nominative case '! 

Q. f Do as well as you can.' Does the first ( as' describe 
the adverb, c well,' that is, tell how well 1 

Q. What part of speech must it be then, if it describes or 
qualifies a verb, participle, adjective, or adverb 1 

Q. Had it described a noun, what part of speech would it 
have been? 

Q. c Do as well as you can.' Does or does not the second 
( as' connect the phrases on each side of it 1 What part of 
speech must it be then, in this, and in all instances where it 
connects sentences 7 

Q. Can you substitute c so' for the first ' as' and not de- 
stroy the sense 7 

Q. Hence, do you see, that we can always tell each part 
of speech by the sense, and sometimes by the word joined 
with it 7 Thus, when ' as' follows c such,' what part of 
speech did you say it was 7 When } ou can use c so' for c as,' 
what part of speech is c as'? When you can do neither, is it a 
relative, conjunction, or adverb 7 

Q. f I will take either road.' ( I will take either this road or 
that.' In the first example, ' either,' is an adjective pronoun, 
in the second, a conjunction, will you tell me why 1 
Q. Is c either,' in the last example, followed by 'or' 7 What 
part of speeeh is it in this case 1 In the first it is joined to a 
noun, what part of speech is it then 7 

Q. ' I will take all the fruit but two apples.' ' This is 
but doing our duty.' In these two sentences, ' but,' is used 
both as an adverb and a preposition, will you tell me which 
is the one, and which is the other 7 Why ? 

Q. Does the first 'but' mean the same as 'except,' and 
the last the same as ' only'l 

Q. Can you then or can you not, distinguish them by their 
meaning ! 



184 



INTELLECTUAL AND 



Q,. c He works for me.' < I submitted, for it was vain to 
resist.' What is c me' governed by, in the first phrase 1 Does 
{ for,' in the second, mean the same as c because'/ What 
parts of speech are each then 1 

Q. ( Since things are so, we must part.' f He has not seen 
me since that time.' c We finished our studies some time 
since.' The word ' since' is used here for three different part3 
of speech. When it means ' because,' is it, oris it not a con- 
junction 1 When it is placed before a noun, and denotes re- 
lation between one noun and another, is it a preposition or 
adverb 1 When it simply tells when an action is performed, 
that is, relates to time, without having any noun after it, is it 
an adverb or a preposition 1 

Q. Do you, or do you not, see by the last example, that 
when a preposition does not govern any case, it is an adverb 1 
Q. e If he has come, then I must go.' * He came then.' 
Does the first c then' refer to time, or does it mean c therefore,' 
implying reason, cause, &c. 1 Is it then a conjunction or an 
adverb ? 

Q. Does the second c then' refer simply to the time of com- 
ing 1 Is it then an adverb or conjunction 1 

Q. ' He is respected both on his own and on his father's 
account.' You have seen that c both' is sometimes an adjec- 
tive pronoun ; but when it corresponds with ( and,' as in this 
example, is it an adjective pronoun, or conjunction ! 

Q. ' Yet love does them to slavery draw.' c They attest 
facts they have heard, while they were yet heathen.' c Yet,' 
in the first example, means Nevertheless;' would you then 
call it an adverb or a conjunction! In the second it means 
1 still,' or c at that time ;' is it in this case a conjunction or an 
adverb 1 

Q. c Ye take too much on you.' ' Thou shalt carry much 
seed out.' c Thou art much mightier than we.' ' More men.' 
' More ingenious men.' ' The desire of having more, will 
never have an end.' In these examples, ' much, and 'more' 
are each used for three different parts of speech. When 



PRACTICAL GRAMMAR. 



185 



( much/ and c more/ stand for quantity, are they nouns or 
adjectives 1 What part of speech are they when joined to 
nouns 1 What, when joined to adjectives, adverbs, &c! 

Q. * The walk on the wall is delightful, and I frequently 
walk there with a friend. 5 What two different parts of speech 
is c walk,' in this sentence ! 

Q. The foregoing are a few of the many words that are 
used in different senses, and consequently as different parts of 
speech. But by these illustrations, if you have paid good at- 
tention, can you or can you not tell what part of speech any 
word may be, in any sense in which it may be used ! 



LESSON LIV. 

QUESTIONS 

ON WORDS USED FOR DIFFERENT PARTS OF SPEECH. 



Q. When is c that 5 a relative] 

Q. When is it an adjective 
pronoun ! 

Q. When is it a conjunction ! 

Q,. When is ' as' a relative ! 

Q. When is it a conjunction] 

Q. When is it an adverb ! 

Q. When is ( either' a con- 
junction] 

Q. When is c either' an ad- 
jective pronoun ? 

Q. When is ' but,' a preposi- 
tion ] 

Q. When is c but' a conjunc- 
tion ] 

Q. When is f for' a preposi- 
tion ! 

Q. When is 'for' a conjunc- 
tion] 

Q. When is c since' a con- 
junction ? 

Q. When is c since' a prepo- 
sition ] 

Q. When is c since 5 an ad- 
verb 1 



Q. When may any preposi- 
tion be used as an adverb ] 

Q. When is ' then' a conjunc- 
tion ? 

Q. When is ( then' an adverb] 

Q. When is 'both 5 an ad- 
jective ] 

Q. When is c both 5 a conjunc- 
tion ] 

Q. When is l yet 5 a conjunc- 
tion ] 

Q. When is c yet 5 an adverb! 

Q. When are ' much 5 and 
'more 5 nouns ] 

Q. When are they adjectives] 

Q. When are they adverbs ? 

Q. When is ' walk 5 a noun ! 

Q. When is it a verb 7 

Q. Are there any other words 
used for two or more differ- 
ent parts of speech ? 

Q. How can you distinguish 
them! 

16* 



186 



INTELLECTUAL AND 



EXERCISES FOR THE SEATE OR PAPER. 

Q. Will you compose three sentences containing the word 
( that' used for a different part of speech in each sentence ! — 
Three, each containing the word c as' used for a different 
part of speech ! Two, having the word * either' used as 
an adverb and conjunction! Two, having the word c but' us- 
ed as a preposition and conjunction ! Two, having the word 
' for' used as a conjunction and preposition ! Three, having 
the word ( since' used for three different parts of speech ! 
One, containing a preposition used as an adverb ! Two, ex- 
emplifying the different parts of speech of c yet'! Two, each 
having ' then' used as an adverb and conjunction! Two, hav- 
ing the word 'both,' used as an adjective and conjunction! 
Two, exemplifying the different uses of c more' and c much'l 
Two, containing the same word used as a noun in one, and 
as a verb in the other ! 



LESSON LV. 

MENTAL, EXERCISES. 

Q. As the true object of grammar is not only to write 
correctly, but to speak so too, I will now direct your attention 
to some improper modes of speech, pronunciation, &c. fre- 
quently heard, but carefully to be avoided by accurate scho- 
lars. 

Q,'. I will read the incorrect examples, will you repeat the 
correct ones which follow ! 



Q. ' I should admire to go.' 

I should be pleased to go. 
Q. ' Git your seat.' 

Get your seat. 
Q. l An awful fellow.' 

A disagreeable fellow. 
Q. i I am very poorly.' 

I am very ill. 
Q. l He sot in the chair.' 

He sat in the chair. 
Q ' He had'nt ought to go/ 

He ought nov to go. 



Q. l lam nicely, I thank you.' 

I am well, I thank you. 
Q. ' This beef is mighty good, 
Sir.' 

This beef is very good, Sir. 
Q,. * James is to home.' 

James is at home. 
Q. ' I guess I shall go home 
soon.' 

I think I shall go home soon. 
Q. ' I guess it rains a little.' 

I believe it rains a little. 



PRACTICAL GRAMMAR. 



1S7 



Q,. f Do not pint your finger at 
me.' 
Do not point your finger at me. 
Q.. ' Will you close the shetterf 

Will you close the shutter ? 
Q. ' Are there a good many stu- 
dents in college ?' 
Are there a great many stu- 
dents in college ? 
Q. ' Do that the fust thing.' 

Do that the first thing. 
Q. ' I wish we could have the 
door shet.' 
I wish we could have the 
door shut. 
Q,. ' Jest look at them houses.' 

Just look at those houses. 
Q ' What a sight of churches 
that are town has.' 
What a number of churches 
that town has.' 
3,. ' I cant go there noways.' 
I cannot go there nowise. 
Q. * I calculate to study hard 
this year.' 
I intend to study hard this 
year. 
Q,. l I reckon so.' 

I think so. 
Q. ' Open the winder or I shall 
faint.' 
Open the window or I shall 
faint. 
Q, ' He learnt his lecson well." 
He learned his lesson well. 
Q. < Did your instructor learn 
you that ?' 
Did your instructor teach you 
that ? 
Q,. ' The lesson is extremely 
tough.' 
The lesson is extremely hard. 
Q. ' He is otherways employed.' 
He is otherwise employed. 
Q. l Shall I go or no ?' 

Shall I go or not ? 
Q. t They done it poorly.' 

They did it poorly. 
Q. ' This 'ere is very pretty.' 
This is very pretty. 



Q. ' Will you lay down after 
dinner? 
Will you lie down after din- 
ner? 
Q. l He belongs to meeting.' 
He belongs to the church. 
Q. i He must'nt go.' 

He must not go. 
Q,. < I wish I could get red of 
this head-ache.' 
I wish I could get rid of this 
head-ache. 
Q. 1 1 see your brother the other 
day.' 
I saw your brother the other 
day. 
Q,. ' I have got to go and see my 
aunt.' 
I must go and see my aunt. 
Q,. ( Do not spile your book, my 
child.' 
Do not spoil your book, my 
child. 
Q. ' He sat out on his way 
home.' 
He set out on his way home. 
Q. l Mr. L. chaws tobacco.' 

Mr. L. chews tobacco. 
Q,. 'The nigger has run away.' 

The negro has run away. 
Q. ' Where do they set in 
church ?' 
Where do they sit in church. 
Q,. ' Nary one of them saw tha 
whale.' 
Neither of them saw th* 
whale. 
Q,. ' James ifiade out to g«t 
home.' 
James succeeded in getting 
home. 
Q. c The heft of it is very grrat.' 
The weight of it is very #reat. 
Q. ■ Do heft mc. and s«e how 
'much I weigh.' 
Do lift me, and see how much 
I weigh. 
Q. ' I dare not resk it.'' 
1 dare not risk it. 



188 



INTELLECTUAL AND 



Q. ' He het it hot.' 
He heated it hot. 
Q. ' The rain hendered my see- 
ing the city.' 
The rain hindered my seeing 
the city. 
Q. l You have got some crock 
on your face.' 
You have got some smut on 
your face. 
Q. ' Be you going before nine 
o'clock ?' 
Are you going before nine 
o'clock ? 
Q. ' The water biles.' 

The water boils. 
Q. ' He had a span of horses.' 

He had a pair of horses. 
Q. l Are you fond of cowslops'? 

Are you fond of cowslips ? 
Q. ' Mr. W. expected to have 
gone.' 
Mr. W. expected to go. 
Q. * I live very fur from here.' 

I live very far from here. 
Q. ' The flower wilted and 
died.' 
The flower withered and 
died. 
Q. 'Could you get in the house?' 
Could you get into the house? 
Q. c Cramberry sauce is very 
good.' 
Cranberry sauce is very 
good. 
Q,. 'I look a peek into the room.' 
T took a peep into the room. 
Q, 'I never saw sich curious 
tinners.' 
I never saw such curious 
things. 
Q. ' When the ruff caught on 
fire all was in vain.' 
When the roof caught on 
fire all was in vain. 
Q. c lseldom ever ride.' 

I seldom ride. 
Q. ' He has nogardeen.' 
He aas no guardian. 
Q. * He is very good to go of 
arrants.' 



He is very good to go .of er- 
rands. 
Q. l Would you reuse them ?' 

Would you rinse them t 
Q. ' He behaves awfully.' 

He behaves badly. 
Q. l He is a very leetle fellow.' 

He is a very little fellow. 
Q. ' Are you cleverly to-day ? 

Are you well to-day ? 
Q. l The lalock is in bloom.' 

The lilac is in bloom. 
Q. l The boys were all drownd- 
ed.' 
The boys were all drowned. 
Q. * I am a chunked fellow.' 

I am a sturdy fellow. 
Q. ' He combed the dander from 
his head.' 
He combed the dandruff 
from his head. 
Q. l The horse's huff is badly 
hurt.' 
The horse's hoof is badly 
hurt. 
Q. ' He is .the composuist of 
many pieces.' 
He is the composer of many 
pieces. 
Q. < I have a tine boss.' 
I have a fine horse. 
Q. ' The dreen is finished.' 

The drain is finished. 
Q,. <I beiuutch the money I 
gave.' 
I grudge the money I gave. 
Q,. l There are many hous'n in 
town.' 
There are many houses in 
town. 
Q,. 1 1 have not got none.' 

I have got none. 
Q. < He is comin, walkin, or 
ridin.' 
He is coming, walking, or 
riding. 
Q,. ' I would ruther go than not/ 

I would rather go than not. 
Q,. ' He is a very musical man.' 
He is a very humorous man. 



PRACTICAL GRAMMAR. 



189 



Q,. ' That is poor luther.' 

That is poor leather. 
Q,. l How perk he is to-day.' 

How lively he is to-day. 
Q,. * He fell down the sullar 
stairs.' 
He fell down the cellar stnirs. 
Q,. * I wish I had two million 
such.' 
I wish I had two millions 
such. 
Q,. ( The stick is twenty foot 
long.' 



a. 



The stick is twenty feet long. 
1 How many pound do they 

weigh ?' 
How many pounds do they 

wei<rh ? 



Q. ' From whence does the 
noise come ?' 
Whence does the noise come? 
Q,. ' Do you know how many 
there is?' 
Do you know how many 
there are ? 
Q. c It was a tight match for us 
to do it.' 
It was with difficulty we did 
it. 
Q,. l You must do like he does-' 

You must do as he does.' 
Q,. ' Oh, no, says 1.' 

01), no said I. 
Q,. ' He rode five mild.' 
He rode five miles. 



LESSON LVI. 

MENTAL EXERCISES. 

Q. I will in the next place present you with a list of pre- 
positions, which are derived from the Latin and Greek lan- 
guages, and which enter into the composition of a great many 
English words. If you study them correctly you will be able 
t~> understand easily the meaning of many of our words, of 
which they form an important part. 

a, ab, abs — signify from or away : as, to avert, to turn from; to 
abstract, to draw away. 

ad — signifies to or at : as, to adhere, to stick to; to admire, to 
wonder at. 

ante — means before : as, antecedent, going before; to antedate, 
to date before. 

circum — means round about : as, to circumnavigate, to sail round. 

con, com, co, col — signify together : as, to conjoin, to join togeth- 
er ; to compress, to press together ; to co-operate, to work to- 
gether; to collapse, to fall together. 

contra — against: as, to contradict, to speak against. 

de — signifies from, down: as, to depart, to retire from: to deject^ 
to cast down. 

r>i — asunder : as, dilacerate, to tear asunder. 

dis — reverses the meaning of the word to which it is prefixed : 
as, to disagree, to dispossess. 



190 INTELLECTUAL AND 

e, ex — out : as, to eject, to throw out; to exclude, to shut out. 
extra — beyond: as, extraordinary, beyond the ordinary course. 
in — before an adjective, like un, signifies privation : as, indecent, 
not decent; before a verb it has its simple meaning : as, to 
infuse, to pour in ; to infix, to fix in. 
inter — between: as, to intervene, to come between; to iuteipise, 

to put between. 
intro — into, inicards : as, to introduce, to lead into ; to introvert, 

to turn inwards. 
ob — denotes opposition : as, to object, to oppose : to obstruct, to 

block up; obstacle, something standing in opposition. 
per — through: as, to perambulate, to walkthrough : to perforate, 

to bore through. 
fost — after, as, post-meridian, afternoon; postscript, written 

after, that is, after the letter. 
PR.E — before, as, to pre-exist, to exist before ; to prefix, to fix 

before . 
pro— forth or forwards : as, to protend, to stretch forth; to pro- 
ject, to shoot forwards. 
prater — past or beyond : as, preter perfect, pastperfect : preter- 
P natural, beyond the course of nature. 

re — again or bach : as, reprint, to print again ; to retrace, to 

trace back. 
retro — backwards, retrospective : looking backwards; retrograde, 

going backwards. 
se — aside, apart: as, to seduce, to draw aside ; to secrete, to put 

aside. 
sub — under: as, subterranean, lying under the earth; to sub- 
scribe, to subsign, to write under. 
subter — under : as, subterfiuous , flowing under. 
super — above, or over : as, superscribe, to write above ; to super- 
vise, to overlook. 
trans — over, beyond, from one place to another : as, to transport, 
to carry over ; to transgress, to pass beyond ; to transplant, 
to remove from one soil to another. 
The Greek prepositions and particles, used in the composition 
of English words, are the following : a, amphi, anti, hyper, &c. 
a — signifies privation : as, anonymous, without name. 
amphi — both, or the two : as, amphibious, partaking of both, or of 

two natures. 
anti — against : as, anti-monarchical, against government by a 

single person ; anti-ministerial, against the ministry. 
hyper — over and above : as, hypercritical, over or too critical. 
hypo — under, implying concealment or disguise : as, hypocrite, 

one dissembling his real character. 
meta — denotes change or transmutation ; as, to metamorphose, to 

change the shape. 
peri — round about : as, periphrasis, circumlocution. 
sin, sym — together: as, synod, a meeting or coming together; 
sympathy, fellow-feeling, feeling together. 



PRACTICAL GRAMMAR. 191 

Q,. Here follows below a number of sentences exemplify- 
ing the signification and use of the foregoing prepositions: — 
These you will carefully peruse, and then I will examine you 
by the questions annexed to each sentence, first reading it to 
you. This is particularly important, as it will illustrate more 
fully the meaning of many terms constantly in use. 

1 His attention is abstracted.' 
1 May God avert that evil.' 
1 He abhorred the deed.' 

Q,. What is the meaning of a, ab, or abs! What is the 

meaning of abstracted'! Of f avert'! Of f abhorred"! What 

prepositions are used in the composition of these words ! 

1 Adverb signifies added to a verb.' 
1 William admired the mighty Andes.' 
* The wax adheres to the table.' 

Q. What is the meaning of ad! What is the meaning of 

1 admired' ! With what preposition are they compounded ! 

' No hostile hand can antedate my doom.' 
1 The noun, with which the relative agrees, is called antecedent.' 

Q. What is the meaning of ante ! What is the meaning of 

* antedate' ! Of ' antecedent' ! With what proposition are 
these words compounded ! 

1 Capt. Cook circumnavigated the globe.' 
Q. What is the meaning of circum ! Of ' circumnaviga- 
ted' ! 

* The conjunction is used to connect words and sentences together.' 

'Our interests are conjoined.' 

1 The cotton was much compressed.' 

1 Let us co-operate with the wise and good.' 

i A part of the engine callapsed.' 

Q. What is the meaning of com. cox. co. col.? What is 
the meaning of ( conjunction' 1 Of 'compressed'! Of 'co- 
operate' ! Of ■ collapsed' ! 

1 He will depart to-morrow. 
* He was dejected.' 

Q. What is the meaning of de ! Of c depart' ! Of ■ deject- 
ed' ? 

1 His limbs were dilacerated.' 
Q. What is the meaning of di ! Of * dilacerated' 1 

1 James and William disagree.' 



192 INTELLECTUAL AND 

1 He is dispossessed of what he claimed to be his own property.' 

Q. What is the meaning of dis ! Of ' disagree 5 ! Of c dis- 
possessed' ! 

1 He. ejected the rogue.' 

1 He was excluded from the school.' 

Q. What is the meaning of e ? Of ex! Of 'ejected"!' Of 

' excluded' ! 

* Frank is an extraordinary scholar.' 

Q. What is the meaning of extra ! Of c extraordinary"! 

1 He infused the poison.' 

' He is an indecent fellow.' 

1 A or an is an indefinite article.' 

Q. What is the meaning of in ? Of c infused' ! Of ' inde- 
cent' 1 Of ' indefinite' ! 

' A wall intervened.' 

1 He interposed between them. 

Q What is the meaning of inter ? Of c intervened' ! Of 

c interposed' ? 

1 He was introduced to the President. 
Q. WTiat is the meaning of intro ! Of c introduced' ! 

1 He objected to the undertaking.' 

' The passage was obstructed.' 

1 He encountered an obstacle.' 

Q. What is the meaning of ob 1 Of c objected' ! Of ( ob- 
structed"! Of ' obstacle !' 

1 He perambulated the streets.' 
' The board was perforated.' 

Q. What is the meaning of per! Of c perambulated 5 ! Of 

c perforated' ? 

' The news came, post meridian.' 
1 A postcript was added to the letter.' 

Q,. What is the meaning of post ? Of ' post meridian' 1 
Of c postscript 5 ? 

' God is pre-existent.' 

' These conditions were prefixed.' 

Q. What is the meaning of pr^i ! of c pre-existent 5 % 

Of prefixed 5 ! 

1 All stood with their protended spears prepared.' 
' A large stone was projected from the battlements.' 



PRACTICAL GRAMMAR. 193 

Q. What is the meaning of pro! Of 'protended"? Of 

' projected' ! 

t The verb was in the preterperfect tense.' 
1 It was a preternatural effort. ' 

Q. What is the meaning of prater 1 Of ' preterperfect 5 ! 

Of 'preternatural 5 ? 

1 The book was reprinted.' 
- He retraced his steps.' 

Q. What is the meaning of re 1 Of 'reprinted 5 ! Of re- 
traced 5 ! 

' She was taking a retrospective view of her life.' 

' Your improvement should be progressive, not retrograde.' 

Q. What is the meaning of retro! Of 'retrospective 5 ! 

Of ' retrograde 5 ! 

1 She was seduced from the paths of rectitude.' 
1 He secreted his stolen treasure.' 

Q. What is the meaning of se ! Of ' seduce 5 ? Of ' secre- 
ted 5 ! 

1 He subscribed for the paper.' 

' Roused within the subterranean world.' 

1 He subsigned with his cross.' 

Q. What is the meaning of sub ! Of ' subscribed 5 ! Of 

' subterranean 5 ! Of ' subsigned 5 ! 

1 He superscribed the letter.' 
1 He supervised the publication.' 

Q. What is the meaning of super ? Of ' superscribed 5 ! 

Of ' supervised 5 ! 

1 English convicts are transported to Botany Bay.' 

1 He has transgressed the law.' 

1 The potato has been transplanted from America to Europe.' 

Q. What is the meaning of trans ! Of ' transported' ! Of 
' transgressed' ? Of ' transplanted' ? 

1 The secretary received an anonymous letter.' 
Q. What is the meaning of a ! Of ' anonymous 5 ! 

* The seal is an amphibious animal.' 
Q. What is the meaning of amphi ! Of ' amphibious' ? 
1 He is an anti-mason.' 

* A republican is anti-monarchical' 

* Apart of the community are anti-administration.' 

17 



194 INTELLECTUAL AND 

Q, What is the meaning of anti] Of i anti-mason* ? Of 
c anti-monarchical'] Of 'anti-administration'? 

1 Dr. Blair's remarks are hypercritical.' 
Q. What is the meaning of hyper? Of ' hypercritical'] 

1 A hypocrite is detestable.' 
Q. What is the meaning of hypo] Of f hypocrite'? 

1 He can metamorphose himself wonderfully.' 
Q. What is the meaning of m eta] Of c metamorphose'] 

* He commenced his speech after much periphrasis.' 
Q. What is the meaning of peri] Of ' periphrasis'] 
1 The synod is assembled.' 
' He feels sympathy for the unfortunate.' 

Q. What is the meaning of syn ? Of sym] Of f synod'] 
Of ' sympath) '] 

LESSON LVII. 

MENTAL, EXERCISES. 

Q. We frequently find examples of words, formed not on- 
ly in part, as those in the last lesson, but wholly from other 
languages. When such cases occur, it is desirable to know 
how to dispose of them. To do this, you are sensible we 
must know their signification. Of the following examples 
I will read those containing the terms alluded to, and will 
you give the sentences, which contain their meaning ] 

Q,. c Matter may be divided ad Q,. l Anglice, this is the mean- 

infinitum.' L.* ing.' 

Matter may be divided without In English this is the meaning. 

end. Q,. i He drew conclusions a 

Q,. ' Things should be estima- posteriori.' L. 

ted ad valorem.' L. He drew conclusions from what 

Things should be estimated ac- followed. 

cording to their value. Q,. ' He drew conclusions apri- 

Q,. 'His MmaMater has sent forth ori.' L. 

many excellent scholars.' L. He drew conclusions from what 

The University at which he was had gone before. 

graduated, has sent forth ma- Q,. ' The beaumonde [pronoun- 

ny excellent scholars. ced bo-mond] are precise in 

*L. stands for Latin, that is, that the phrase made use of is a 
Latin one. F. French. 



PRACTICAL GRAMMAR. 



195 



their manners.' F. 
The fashionable world are pre- 
cise in their manners. 
Q. ' The contract was made 

bona fide.' L. 
The contract was made in good 

faith. 
Q,. ' A bon mot [bo-mo] may 

provoke resentment.' F. 
A witty repartee may provoke 

resentment. 
Q,. ' His manners are quite the 

ton.' F. 
His manners are quite the fash- 
ion.' 
Q,. ' His chateau [sha-to] is de- 
lightfully situated.' F. 
His country seat is delightfully 

situated. 
Q,. ' That painting is a chef 

d'azuvre. [shef-deuvre.] F. 
That painting is a master piece. 
Q,. 'He is non compos mentis.' L. 
He is not of sound mind. 
Q,. ' The city was taken by a 
Coup de main' [coo de min] 
F. 
The city was taken by a daring 

effort. 
Q,. ' The people rebelled en 

masse,' [eh mas.] F. 
The people rebelled in a body. 
Q,. ' The motto of the U. H. is 

E pluribus unum.' L. 
The motto of the U. S. is one 

formed of many.* 
Q,. k The Vice President of the 
U. S. is President of the Sen- 
ate, ex-otjicio.' L. 
The Vice-President of the U.S. 
is President, of the Senate, by 
virtue of his orHce. 
Q,. ' An ex parte council is call- 
ed. L. 
A council on one side is called. 
Q. ' Robinson's history contains 
a fac simile of the hand 
writing of the signers of our 
declaration of independence ' 

Li. 



Robinson's history contains an 

exact copy of the hand wri- 
ting of the signers of our de- 
claration of independence. 
Q,. ' The fitle de chambre [fi-de- 

shombre] has gone out.' F. 
The chamber maid has gone 

out. 
Q,. ' The gens d'armes [shon- 

darme] paraded the streets.' 

F. 
The police soldiers paraded the 

streets. 
Q,. ' The judge issued a writ of 

habeas corpus.' L. 
The judge issued a writ by 

which (he said,) you may 

have the body. 
Q,. * There is no data from 

which to calculate.' L. 
There is nothing given from 

which to calculate. 
Q,. ' He made his debut [debu] 

last evening'. F. 
He made his first appearance 

last evening. 
Q,. ' On some coin is stamped, 

Dei gratia.' L. 
On some coin is stamped, by 

the grace of God. 
Q,. ' At Portsmouth is a naval 

depot, [da-po].' F. 
At Portsmouth is a naval depo- 
sit. 
Q,. ' I am subject to ennui, [en- 
nui].' F. 
I am subject to low spirits. 
Q, ' He is good and she is good, 

ergo both are good.' L. 
He is good and she is good, 

therefore both are good. 
Q. ' Thine is an Hotel Dieu 

(O-tel-dieu].' F. 
There is a house of God. (It 

Usually means a hospital in 

French.) 
Q,. ' The affair remains in statu 

quo." L. 
The affair remains in the same 

state, as before. 



' Thirteen states formed a confederation. 



196 



INTELLECTUAL AND 



Q,. l Have you an errata in the 

book ' ? L. 
Have you a list of errors in the 

book ? 
Q,. ' The statement was false in 

toto.' L. 
The statement was false in every 

part. 
Q,. ' His ipse dixit needs proof.' 

jL. 

His assertion needs proof. 

Q,. t The king travelled incog- 
nito (or incog.) L. 

The king travelled disguised. 

Q,. l Imprimis, I will notice that 
circumstance.' L. 

In the first place 1 will notice 
that circumstance, 

Q,. ' He came in propria per- 
sona.' L. 

He came in person. 

Q,. ' I judge so, ( ipso facto.' L. 

I judge so from the fact itself. 

Q,. ' Some men are fond of a 
jeudemotz. [zhu-dc-mo.]' F. 

Some men are fond of a pun. 

Q,. 'She is distinguished (or jeu 
cV esprit, [zhu-despre.] F. 

She is distinguished for her wit- 
ty speeches. 

Q,. i The magna chart a of Eng- 
lish liberty was obtained in 
the reign of John. L. 

The great charter of English lib- 
erty was obtained in the reign 
of John. 

Q,. ' Memento mori.' L. 

Remember that thou must die. 

Q. ' The minimum duty is suffi- 
cient. L. 

The lowest duty is sufficient. 

Q. ' This work, will, I hope, 
contain multum in parxo.' L. 

This work will, I hope, contain 
much in a little space. 

Q,. c To succeed in that, was the 
ne plus ultra of his wishes.' L. 

To succeed in that, was the ut- 
most extent of his wishes. 

Q. ' That remark was apropos, 
[appropo.'] F. 



That remark was pertinent. 
Q,. ' That was said mal-ap-ro- 

pos. [ma-lap-ro-po'] F. 
That was said unseasonably. 
Q,. 'Washington was pater pa' 

trice.' L. 
Washington was the father of 

his country. 
Q,. * Some are employed per 

diem, others per annum.' L. 
Some are employed by the day, 

others by the year. 
Q,. ' He believes that kings 

reign, jure divino.' L. 
He believes that kings reign by 

a divine right. 
Q,. ' When this is said, exeunt 

omnes.' 
When this is said, all go out. 
Q,. ' My quondam tutor is dead.' 

Li. 
My former tutor is dead. 
Q,. ' Petits maitrts [pette ma- 

tre] poor things, are objects 

of pity.' F. 
Fops, poor things, are objects 

of pity. 
Q,. ' I will take no part, pro or 

con.' L. 
I will take no part, for or a- 

gainst. 
Q,. ' In the absence of Mr. A., I 

was appointed secretary, pro 

tempore, or pro tern.' L. 
In the absence of Mr. A., I was 

appointed secretary for the 

time being. 
Q,. l Although it will do no good, 

still I will do it pro forma.' L. 
Although it will do no good, 

still I will do it for form's 

sake. 
Q,. ' He labored pro bono publi- 
co.' L. 
He labored for the good of the 

public' 
Q,. ' When sentence of death 

was passed on him, he heard 

it with much sangfroid [song 

froy.'] F. 



PRACTICAL GRAMMAR. 



197 



When sentence of death was 
passed on him, he heard it 
with great coolness, or with- 
out emotion. 
Q. ■ Let the Bible he your vade 

mecum. 1 L. 
Let the Bible be your constant 

companion. 
Q,. ' When wicked men bear 
sway, we exclaim, O tempora, 
mores /' L. 
When wicked men bear sway, 
we exclaim, Oh, the times, 
Oh the manners ! 
Q,. ' Rouge [roozhe] beautifies 
the face, but not the mind.' F. 
Paint beautifies the face, but not 

the mind. 
Q,. ' The meeting was adjourn- 
ed sine die.'' L. 
The meeting was adjourned 

without day, or indefinitely. 
Q,. The case on trial was John- 
son versus {vs.) Stokes. L. 
The case on trial was Johnson 

against Stokes. 
Q. ' The letter was sent via 

Boston.' L. 
The letter was sent by the way 

of Boston. 
Q,. l His valet de chambre [val- 
a-dft-shombre] constantly at- 
tends him.' F. 
His footman always attends 

him. 
Q,. ' Vide such a page.' L. 
See such a page. 
Q. ' Johnson was appointed 
postmaster, vice Dickson, re- 
moved.' L. 
Johnson was appointed post- 
master, in place of Dickson, 
removed.' 
Q, ' Some place the summum 

bonum in pleasure.' L. 
Some place the chief good in 

pleasure. 
Q,. ' The bill passed, nemine 
contradicente, (nem. con.) L. 



The bill passed, no one oppos- 
ing it. 
Q,. The bill passed una voce.'L. 
The bill passed unanimously. 
Q,. ' The priest went into the 

sanctum sanctorum'' L. 
The priest went into the most 

holy place. 
Q,. ' He was acquitted by prov- 
ing an alibi. 1 L 
He was acquitted by proving 

himself elsewhere. 
Q,. ' The robbers attacked him 

vi et armis. 1 L. 
The robbers attacked him with 

force and arms. 
Q,. ' Things that are equal to 
the same are equal to one 
another, and vice versa. 1 h. 
Things that are equal to the 
same are equal to one anoth- 
er, and the reverse. 
Q,. * The business was done 

'secundum art em. 1 L. 
Tiie business was done accor- 
ding to art. 
Q,. ' Miss C's head dress was 

qmteaufait. [o-fa] 1 F. 
Miss C's head dress was just as 

it should be. 
Q,. ' The alteration may be 
made if it can be done salvo 
sensu. 1 L. 
The alteration may be made if it 
can be done, preserving the 
sense. 
Q,. ' Good order, in school, is a 

sine qua non. 1 L. 
Good order, in school, is an in- 
dispensable requisite. 
Q. ' I will give an account of 
the transaction salvo pu- 
dore. 1 L. 
I will give an account of the 
transaction without offence to 
modesty. 
Q,. Quod erat demonstrandum, 

or q. E. d: l. 

Which was to be proved. 



17* 



m 



PART II. 

— QO® — 



Q,. . You now understand, it is hoped, how to class every word in 
the English language. Classing words, you doubtless know, is an 
exercise distinct from giving the rules for their agreement. Hence 
we shall need some name for each of these exercises. This then 
shall be our next object. You know perhaps that we have a word, 
etymon, which signifies an original word or root, and by taking 
the Greek word logos, a discourse, we can form a compound word 
of these two, and by a slight variation it will be etymology. Ety- 
mology, will then mean, literally, discoursing respecting the original 
signification of words, but in doing this it will be natural to notice 
their different sorts o* classes, as nouns, verbs, and the various 
changes which they undergo ; hence these exercises are generally 
called Etymology. Etymology then will treat of all the different 
Parts of Speech, viz. noun, article, adjective, pronoun, verb, par- 
ticiple, adverb, preposition, conjunction, and interjection. 

The next name for which we are in immediate want is one for 
the due arrangement of these words in sentences. In the list of 
Greek prepositions, heretofore given, you will find that syn, 
means with, and there is a Greek word taxo, to arrange. By a 
little alteration of these words we form the compound word syn- 
tax. By Syntax then, we are to understand that subject which 
treats of the due arrangement and agreement of words in a sen- 
tence. 

We now have two names that will represent all the various ex- 
ercises in language, which you have thus far been called upon to 
perform. Will it not be convenient, sometimes to have a single 
name for both subjects, to distinguish them from many others at 
school? The object of all the exercises in this work, is to teach 
you to speak and write agreeably to the usage of the best writers 
and speakers. 

We will next find the name for these exercises of which we 
are now speakfng. Grammar, in Greek, signifies a letter, and as 
a letter is the first element of language, we will call the whole 
subject of speaking or writing the English Language, according to 
established usage, bythegeneral name of Grammar. 

When any Grammar treats of the leading principles equally ap- 
plicable to all languages, it is called Universal or Philosophical 
Grammar. When it is confined to the peculiar expressions and 



200 INTELLECTUAL AND 

idioms of a single tongue, it is called Particular Grammar, or 
perhaps more commonly by the simple term, Grammar. 

We have seen that the subject of Grammar includes Etymology 
and Syntax, and when words are arranged conformably to the 
rules of the latter, you know that they will form sentences. ' John 
learns his lesson,' is a simple sentence, so also is this, i The indus- 
trious ant, in the time of summer, lays up food in abundance against 
the ravages of dreary winter,' because there is but one verb and 
one nominative in each of them. { John learns his lesson, butRu- 
fus loves play,' is a compound sentence, because it contains two 
nominatives and two verbs.' 

Hence we see that a simple sentence may contain several parts 
of speech, but it can contain only one finite* verb, and one nomi- 
native to the verb. Also, that a compound sentence must con- 
tain at least two finite verbs, and two nominatives. 

When two or more words are put together so as to make sense, 
forming either a sentence or part of a sentence, such expressions 
are called phrases. 

QUESTIONS. 
Q, What does the word etymon Q. What does Universal Gram- 

signify ? mar mean ? 

Q. What does the word etymo- Q. What does Philosophical 

log-y signify ? Grammaj mean ? 

Q. Of what does etymology Q. W T hen is Grammar called 

treat ? particular ? 

Q. How many parts of speech Q. Is the Grammar of which 

are there ? this w T ork treats Universal, 

Q. What are their names? Philosophical, or Particular ? 

Q. What does syn signify, in Q. What constitutes a sentence? 

composition ? Q. How many kinds of sen- 

Q. W hat does syntax mean ? tences are there ? 

Q. Of what subject does it treat? Q. What is a simple sentence ? 
Q. What is the meaning of the Q. Must a simple sentence be 

word Grammar, and what is confined to two parts of 

the object of it? speech? 

Q. What is the true definition Q. What is a compound sen- 

of Grammar ? tence ? 

Q. What is a phrase ? 

Q,. Notwithstanding you have learned all the properties of each 
part of speech, still you may not know the most convenient order 
of naming them. Besides, it will be best to observe always the 
same order, so as to be certain that you have omitted nothing. I 
therefore recommend to you to make yourself familiar with the 
following 

PARSING TABLE. 

Article. A. An article, because it points 

A wise man. out the meaning, or limits the 

Q,. What part of speech is ' a,' meaning of the noun, 
and why f 

* Finite to distinguish them from those in the infinitive mode. 



PRACTICAL GRAMMAR. 



2Q1 



Q. Is it definite or indefinite, 

and why ? 
A. Indefinite, because it does 

not mean any particular man. 
Q. To what does it belong ? 
A. To man. 
Q. What is the rule ? 
A. ' The indefinite article a, or 

an, belongs to nouns in the 

singular number only.' 

ADJECTIVE. 

A icise man. 

Q. What part of speech is 'wise,' 
and why ? 

A. Wise is an adjective, be- 
cause it describes the noun, 
man. 

Q. Will you compare it ? 

A. Positive wise,CoMPARiTiVE 
wiser, superlative wisest. 

Q. Is it regularly or irregularly 
compared, and why ? 

A. It is regularly compared, be- 
cause it ibrms its comparative 
by adding R to the positive, 
and the superlative by adding 
st to the same. It can also 
be regularly compared by 
more and most. 

Q. To what does it belong, and 
why ? 

A. It belongs to ' man,' be- 
cause it describes c man.' 

Q. What is the rule for it ? 

A. -Adjectives belong to nouns.' 

NOUN. 

A wise man practises virtue. 

Q. What part of speech is 'man,' 
and why ? 

A. Man is a noun, because it is 
the name of a person. 

Q. Is it proper or common, and 
why ? 

A. It is a common noun, be- 
cause it is a general name. 

Q. Of what person is ' man,' 
and why ? 

A. It is of the third person, be- 
cause it is spoken of. 

Q. Of what gender is ' man,' 
and why ? 



A. Masculine, because r it is the 
name of a male. 

Q. Of what number, and why ? 

A. The singular number, be- 
cause it means but one. 

Q. In what case is ; man,' and 
why ? 

A. In the nominative case, be- 
cause it is the agent or sub- 
ject spoken of. 

Q. To what is it the nominative 
case, and why ? 

A. It is nominative to ' prac- 
tices,' because it determines 
or governs the person and 
number of practises.' 

Q. What is the rule for the no- 
minative case ? 

A. ' The nominative case gov- 
erns the verb.' 

VERB. 

A wise man practises virtue. 

Q. What part of speech is ' prac- 
tises.' and why ? 

A. 'Practises' is a verb, because 
it denotes action or being. 

Q. Will you name its principal 
parts ? 

A. Present practise, imper- 
fect practised, perfect par- 
ticiple practised. 

Q. Is it a regular or irregular 
verb, and why ? 

A. Practises is a regular verb, 
because its imperfect tense 
and perfect participle are 
formed by adding d to the 
present. 

Q. In what mode is it, and why? 

A. It is in the indicative mode, 
because it simply declares a 
thing. 

Q. In what tense is it, and 
why ? 

A- It is in the present tense, 
because it denotes that the 
action is doing now. 

Q. Will you conjugate it? 

A. SINGULAR. 

1st Per. I practise. 

2d Per. Thou practisest 



202 



INTELLECTUAL AND 



3d Per. He. she, it, or man 
practises. 
plural. 
1st Per. We practise. 
2d Per. Ye or you practise. 
3d Per. They practise. 
Q. In what person is 'practises,' 

and why ? 
A. It is in the third person, be- 
cause its nominative ' man,' 
is of this person. 
Q. In what number is it, and 

why ? 
A. It is of the singular number, 
because its nominative ' man' 
is. 
Q. What does it agree with, and 

what is the rule ? 
A. It agrees with its nominative 
man. * A verb agrees with 
its nominative in number and 
person.' 

PARTICIPLE. 

I saic James running. 
Q. What part of speech is 'run- 
ning,' and why ? 
A. Running is a participle, be- 
cause it both describes and 
implies action. 
Q. What verb is it from ? 
A. From the verb 'run.' 
Q. Will you name the principal 

pnrts ? 
A. Present run, imperfect 
ran, perfect participle, 
run. 
Q. What kind of verb is ' run,' 

and why ? 
A. It is an irregular verb, be- 
cause it does not form its im- 
perfect tense and perfect par- 
ticiple by adding d or ed to 
the present. 
Q. Is it a present, perfect, or 
compound perfect participle, 
and why ? 
A. It is a present participle, be- 
cause it denotes present time. 
Q. What does it refer to, and 

why ? 
A. 'It refers to James, because 
it is James that is running. 



Q. What is the rule for it ? 

A. 'Participles belong to nouns.' 

PRONOUN RELATIVE. 

/ saw James icho teas hvrt. 
Q. YY hat part of speech is 'who,' 
and why ? 

A. It is a pronoun, because it 
stfinds for the noun, James. 

Q,. Is it a relative or personal 
pronoun, and why ? 

A. It is a relative pronoun, be- 
cause it refers to James tor an 
antecedent. 

Q. What is its person, and why? 

A. It is of the third person, be- 
cause its antecedent is. 

Q,. Of what number is it, and 
why ? 

A. It is of the singular number, 
because its antecedent is. 

Q.. What is its gender, and 
why ? 

A. iVlasculine, because its ante- 
cedent is of that gender. 

Q. V\ ith what does it agree ? 

A. With James, its antecedent. 

Q. What is the rule ? 

A. ' Pronouns must agree with 
the nouns for which they 
Eland, in gender, number and 
person.' 

Q, Jn what case is * who,' and 
why ? 

A. It is in the nominative case, 
because it stands for an agent 
or subject of the verb. 

Q, To what verb is it the nom- 
inative case ? 

A. To ' was.' 

Q, V\ hat is the rule ? 
A. ' The nominative case gov- 
erns the verb ' 

PRONOUN PERSONAL. 

This is parsed in the same man- 
lier as the relative, excepting 
that we tell why it is -personal 
instead of relative. 

ADVERB. 

James arts nobly. 
Q. What part of speech is i no- 
bly,' and why ? 
A. It is an adverb, because it is 



PRACTICAL GRAMMAR. 



203 



added to the verb to describe 
its action. 

Q. What does it qualify or de- 
scribe, and what is the rule ? 

A. It qualifies the verb acts. — 
i Adverbs qualify verbs, parti- 
cip k es, adjectives, and other 
adverbs.' 

PREPOSITION. 

James went from the city to the 

country. 
Q. What part of speech do you 
call 'from' and 'to,' and whv ? 



city and country, to show the 
relation between theui. 

CONJUNCTION. 

James and John write. 

Q. What part of speech is*and p ' 

A. It is a conjunction, because 
it connects together James 
and John. 

Q,. Js it copulative or disjunc- 
tive, and why ? 

A. Copulative, because it con- 
nects the words together, and 
also connects the sense of the 
sentence. 



A. Prepositions, because they 
are placed before the nouns, 

Note to Teachers. — The pupil should be required at an early 
stage of hi** parsing, always to give the reason for each step in the 
process. The subject, in this way, will be mure clearly under- 
stood and consequently more interesting to the scholar. To do 
this particularly, may be somewhat troublesome, at first, but it will 
eventually prove the most certain, as well as most expeditious me- 
thod of learning Grammar. 

SYNTACTICAL, EXERCISES. 

RULE I. 

The nominative case governs the verb in number and per- 
son. 

RULE II. 

A verb must agree with its nominative in number and 
person. 

EXAMPLES. 
-Regular Neuter Verbs — Indicative Mode. 
Rufus returned. 



Nouns. 

Henry walks. 
Boys play. 
Men sinned. 
James has departed. 
Rufus has triumphed. 
Americans will flourish. 
Mankind shall pass away. 
Trees shall have blossomed 
George will have expired. 

Regular Neuter Verbs — Potential Mode 



Susan will dance. 
James will shout. 
George has replied. 
Washington had retired. 
Diamonds sparkle. 
Birds migrate. 
Peace will endure. 



John may retire. 
William can rejoice. 
Susan might weep. 
Mary could return. 
Waterfalls should roar. 
George should remain. 



Stephen may have remained. 
Susan can have remembered. 
Harriet might have apologised. 
Animals could have breathed. 
William should have cared. 
Augustus could have lired. 



234 



INTELLECTUAL ajnd 



James does mourn. 
Peter did laugh. 
Thomas does sneeze. 
Mary does reply. 
Boys do quarrel. 

Interrogative Form. 

Does James play ? 
Did Thomas jump ? 
Has Susan laughed ? 
Had Mary rejoiced ? 
Shall William return ? 
Shall Joseph have cared ? 
May Caesar have triumphed ? 



Auxiliary Verb, Do. 

Oxen do low. 
Stephen does play. 
William did deliberate. 
Csssar did triumph. 
Peter did dream. 

Regular Neuter Verbs. 

May Nancy remove ? 
Can justice remain ? 
Could roses bloom ? 
Would Peter stay ? 
Should philosophy prevail ? 
Might Jane return ? 
Could John have dreamed ? 



EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you write on the slate the same nominative, to six 
different verbs ? Six different nominatives, and the same regular 
neuter verb? Six different nominatives, and six different irregular 
verbs, each in a different tense ? Six, three in different tenses, but 
in the same mode, and three in different modes, but the same 
tense ? Write four names of wild beasts as nominatives each to 
an irregular verb ? Write six names of birds that soar in the air, 
and each the nominative to six different verbs, in a different mode 
or tense ? Will you parse all the sentences which you have now 
composed ? 

RULE III. 

The indefinite article a or an belongs to nouns in the sin- 
gular number only. 

RULE IV. 

The definite article the, may belong to nouns either of the 
singular or plural number. 

EXAMPLES. 

Articles, Nouns, irregular neuter Verbs, indicative, and potential 

modes. 



The boys fall. 

A man wept. 

The wind has blown. 

The sun had risen. 

A bird will fly. 

An apple will have hung. 

Interrogative form. 
Do the men dream ? 
Did the man perish ? 
Has a bird escaped ? 
Had the boys jumped ? 
Will men reform ? 
Shall grass have withered ? 



The boys may freeze. 
A snake can bite? 
The cows should come. 
The grass might grow. 
A dog may have run. 
The men should have rode. 
Regular neuter Verb. 

May the houses burn ? 

Can the streams stop ? 

Could the girls return ? 

May the roses have bloomed? 

Should the houses burn ? 

Would the man have subsisted ? 



PRACTICAL GRAMMAR. 205 

EXERCISES FOR THE SLATE OR PAPER. 
Q,. Will you write down six proper examples, under the rules 
for the articles? Six irregular verbs, each in a different mode or 
tense, with six different nominatives, and to each of these nomi- 
natives prefix an article ? Six agents commencing with a vowel, 
and an article before each, also six regular neuter verbs? Write 
down as many nouns as you can think of, that begin with a vow- 
el, before which it shall be proper to use a ? Write ten nouns, 
beginning with a consonant, before which it is proper to use a ? 
Six verbs in the potential mode, with the same nominative to 
each? Will you parse all the sentences which you have now 
written ? 

RULE IV. 

Active verbs govern the objective case. 

EXAMPLES. 

Regular Active Verbs. Nouns. 

William calls George. The lamp-lighter should light 

Rufus loved Thomas. the street. 

Harriet feared the enemy. The maid may have observed 

George has opened the door. the direction. 

The sun will furnish light. The lady would have procured 

The man will have delighted the fan. 

George. James must demand the goods. 

A thief may suffer punishment. Thomas can injure the perfor 

mance. 
Irregular Active Verbs. 

James may catch the thief. The man does hear the noise. 

Thomas may strike Charles. A woman sold the thread. 

William would read the book. George knew the voice. 

Harriet may have made an William has smitten the robber. 

apron. The wind will shake the tree. 
Susan would have seen the giant. 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you write six sentences, each having the same nomi- 
native and verb, but different objects? Six, having different nomi- 
natives, different regular active verbs, and different objects? Six, 
having the same objects, but different irregular active verbs, and 
the nominatives to each, the names of things you love best ? Six 
like the last, excepting the nominatives to be the names of things' 
which you hate most ? Will you parse all the sentences which 
you have now composed. 

RULE V. 

Adjectives belong to nouns which they describe or define. 

EXAMPLES. 
Regular and Irregular Verbs. Adjectives. 
An industrious man gains wealth. An idle fellow will find pov- 
erty. 
18 



106 INTELLECTUAL AND 

Diligent boys should receive Two children disturb the people. 

praise. Twenty shillings make one 

The auctioneer will sell good pound. 

books. Twelve pence make one shil- 

Frank will purchase a poor ling. 

knife. Sixteen drams make one ounce. 

William may obtain a cheap Sixteen ounces make one* pound, 

library. Honesty gains many friends. 

The committee will visit the An instructor will love good 

school. boys. 

Adjectives. Irregular Neuter Verb To he. 

John is industrious. The man may be innocent. 
William was playful. The soldiers should be bray 
Susan has been pretty. The man may have been pa- 
Mary had been beautiful. tient. 

The man shall be diligent. The maids would have been 

Joseph shall have been intelli- absent. 

gent. William must be attentive. 

Peter will have been illiterate. Susan must be diligent. 
The boys are lazy. 

EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you write down six sentences, each having the same 
article, nominative, verb, and object, but a different adjective ? 
!Six, having the same irregular neuter verb, to be, the same nomi- 
native, but different adjectives, placed after the verb? Six, each 
having for a nominative the noun \ house,' also the irregular verb. 
6 to be,' in a different tense, and six different adjectives denoting 
color ? Six, in like manner with the last, but the adjective denot- 
ing the size of the house ? 

£fc. Will you parse all the sentences which you have now com- 
posed ? 

RULE vi. 

Prepositions govern the objective case. 

EXAMPLES. 

Prepositions, frc. 

Up the house. According to his plan. 

Over the hill. As to the object. 

Behind the mountain. Concerning the affair. 

Between the streets. Of the merit. 

Among the apples. From the city. 

Down the rocks. Within the precincts. 

On the summit. During the trial. 
Active Verbs, Prepositions, Nouns, fyc. 

James caught John in the wa- James brought the book to the 

ter. house. 

William found Thomas on the Harriet washes the dishes iit 

m» the kitchen. 






PRACTICAL GRAMMAR. 207 

Susan washes the floor with Thomas will make pens with a 

cold water. good knife. 

Mary will finish the task in a He executed the work accord- 
few minutes. ing to the plan. 

John will remind Charles of his 
duty, 

Passive and active Verbs. 

James loves Charles. The Senate may impeach the 

Charles is loved by James. President. 

William lamented the death of They will be forgotten by all 

Rufus. good people. 

The death of Rufus was lament- The money was lent on pledge. 

ed by William. GoocTsecurity was given to the 

The boys caught the thief in Court. 

the barn. The solid walls were shaken to 

The thief was caught by the the ground. 

boys in the barn. The garment was woven with- 

A good man will be respected out seam. 

among his acquaintances, William was reproved by his 

The soldiers will be discharged master. 

in a few days. The school was increased while 

The pursuers should have as- under his care. 

sisted at Boston. The end crowns the work. 

EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you write down the noun ' house,' and place ten pre- 
positions, or more, before it, in separate phrases, that will make 
sense ? Will you write six sentences illustrating the use of Rule 
V, ? Six, each having different nominatives, different passive verbs, 
and different objects of different prepositions ? Will you write six 
sentences, each having an agent, an active verb, an object, a pre- 
position, and a noun governed by the preposition? The same in 
tfce passive form, by making the objects of the former examples, 
the nominatives in these ? Six sentences, each containing a pas- 
sive verb, and then make the nominatives the objects, by altering 
the verbs to passive ones, retaining the same meaning? 

Will you parse all the sentences which you have now written ? 

RULE VII. 

The possessive case is governed by the noun which fol- 
lows it, that being the name of the thing possessed. 

EXAMPLES. 

Prepositions, JYouns, Verbs. 

James borrowed John's book. George's mother will reward 
James borrowed the book of him. 

John. William will visit Mr. Henry's 

William's hat is lost. school. 

The hat of William is lost. The sister of the wife of Wil- 

Mary found Susan's bonnet. liam is in town. 
The boys' hats are misplaced. 



208 



INTELLECTUAL AND 



William's wife's sister is in 

town. 
For convenience' sake, James 

adopts John's method. 
Rufus's mother made Henry's 

ball. 



Thomas's hat was bought in the 

town of Woodstock. 
Children's shoes are made in 

many places. 



EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you write down your given name, in the possessive 
case, possessing book ? Both your names possessing book ? Make 
the name ' James,' to possess twelve other names ? Make each of 
these, names stand as agents? Make each agent do something? 
Make the words expressing their actions regular active verbs ? 
Write after each verb, as an object, what they do ? Qualify each, 
object by a describing word? INext will you state when each ac- 
tion takes place ? Will you change the following expressions to 
others, meaning the same, by changing one noun in each to the 
possessive case, viz. ' The pen of Charles,' ' The knife of Wil- 
liam,' * The son of Bonaparte,' ' A man of the king.' 

Now will you go back and parse the sentences which you have 
been directed to compose ? 

RULE VIII. 

Pronouns must agree with their antecedents, and the 
nouns for which they stand, in gender, number, and person. 

EXAMPLES. 

Personal Pronouns in three cases, Conjunctions , Verbs, Nouns, fyc. 

The instructor loves William be- birds and they were sold by 

cause he learns his lessons. him for twenty cents. 

Susan made a pincushion, and James carried his dinner to 



she gave it to little Mary. 
Rufus bought an excellent apple 

and gave it to his little sister. 
The hunter killed a great many 



school. 
A good boy loves his book, and 
he will rise in the morning, in 
season, with the utmost alac- 
rity. 

Personal Pronouns, in three cases, Antecedents frequently under- 
stood 
I love him for his amiableness. I have esteemed her for her pie- 



Thou lovest her for her beauty. 

He shuns me because I offended 
him. 

We have deceived them to our 
sorrow. 

You will surpass us in knowl- 
edge. 

They commended thee in high 
terms. 

She has respected him on all 
occasions. 



ty. 

They had deterred him from 
sin. 

They assist his brother because 
he is needy. 

His reputation stands high in the 
state. 

My duty is plain,and I will per- 
form it. 

We shall run after him. 

Thou wilt return in time. 



^ 



PRACTICAL GRAMMAR. 



209 



We shall have prevailed with 
difficulty. 

I may search the house for it. 

We may deceive ourselves but 
not God. 

We might learn the lesson be- 
fore them. 



They could neglect the lesson. 
Thou wouldst persecute them. 
He should convince her. 
Thou mayst have blessed him. 
She may have despised reproof. 
I might have searched the cel- 
lar. 



Subjunctive Mods, Verbs, Nouns. 
If I do love him for his amia- If Susan could remain. 

bleness. 
If you transgress you will be 

punished. 
If I have erred in my opinion. 
If he study the book he will 

learn the lesson. 
If John sing nobody will thank 

him. 
If Harry have. 
If William may go. 



Unless she stay at home. 

Although we depart in peace. 

If I were angry, I was not con- 
scious of it. 

Were I immaculate. 

If I be sorrowful. 

If Susan determine she will per- 
form. 

Unless he return we can do no- 
thing. 



Interrogatively. 

for his amiable- Should he remain at home ? 

Will Thomas decide the ques- 
tion ? 

Can William do it without diffi- 
culty ? 

Must John repeat the request ? 

Did she appear in her new 
dress ? 



Do I love him 

i}ess ? 
Have they deceived me to my 

sorrow ? 
Did I mistake the road by his 

information ? 
Have I seen him and did he not 

know me ? 
Shall I reprove them for their 

negligence ? 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you write down four sentences each containing a 
nominative, verb, object, preposition, pronoun in the possessive 
•case, and a noun by which the pronoun is governed ? Will you 
write the same interrogatively ? Six sentences each having differ- 
ent pronouns, the same irregular neuter verb, and the antecedents 
understood ? Will you write the same interrogatively ? 

Will you parse all the sentences which you have now written ? 

EXAMPLES. 

Personal and Relative Pronouns, Antecedents Expressed. 

I love the man who practises 
virtue. 

He respects the boy who im- 
proves his time. 

I admire the patriot who sheds 
his blood for his country . 

William made a whistle for his 

18* 



little brother, who was at 
home. 

I found Charles whom you de- 
sired to see. 

I obtained an interview with the 
man to whom you applied. 



210 



INTELLECTUAL AND 



Rufus met his cousin whom you 

know. 
An industrious man will make 

a friend of all those to whom 

his reputation is known. 
The beast which bit him died. 
The measures which he adopts 

will succeed. 
My parents, whom I love, are 

kind to me. 
They that are foolish will be 

displeased with the affair. 
The existence of God, which no 

man can disbelieve, may be 



inferred from all ^things that 

are in the world. 
James is grateful to his benefac- 
tor who has been kind- to 

him. 
We must do our duty to our 

neighbors, if they be not 

neighborly to us. 
We made peace with 

pie whom he had 

ed. 
I saw the man whose book I 

borrowed. 
I know many men whose faults 

I will not mention. 



the peo- 
conquer- 



EXERCISES FOR. THE SLATE OR PAPER. 

Q,. Will you write down six sentences, each having a relative 
pronoun in it ? Six, each having a relative pronoun in the posses- 
sive case ? Six, each having a relative pronoun the antecedent of 
which is not the name of a person? Six, having antecedents the 
nominative cases to the verbs after the relative ? Six, having in 
each a relative governed by the noun after ? 

Will you parse all the sentences which you have now compos- 
ed? 

RULE IX. 

Nouns signifying the same thing agree in case. 

EXAMPLES. 



Susan, the seamstress, will mend 

your coat which you left in 

your room. 
William met Thomas, the son 

of him who was murdered by 

Peter, the black man. 
Cicero, the orator, spoke for 

Milo. 



Brown, the merchant, has arriv- 
ed in town. 

I saw Stokes, the apothecary, in 
the market. 

I met Johnson, the broker, in a 
waggon. 

John the Baptist, preached in 
the wilderness. 

Paul the apostle, preached at 
Rome. 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you write six sentences, each having a noun agreeing 
with another noun ? Six, each having an object and a noun agree- 
ing with the object? Six having a relative pronoun in each ? Six, 
each having a noun agreeing with another noun, and a verb in the 
potential mode but a different tense ? Six having a personal pro- 
noun in each, and a verb in the indicative mode, but in a different 
tense ? Six having nouns as agents, and the verbs in the subjunc- 
tive mode, and in different tenses? Six, having objects described 
by different adjectives ? Six having nouns in the possessive case ? 

Will you parse the sentences which you have now written * 



PRACTICAL GRAMMAR. 211 



The infinitive mode may follow verbs, participles, adjec- 
tives, nouns and pronouns. 

EXAMPLES. 

The Infinitive Mode after Verls. 
George loves to read. Peter may learn to read. 

William desires to learn. He could l*3arn to cipher. 

Rufus is determined to play. Could he learn to cipher ? 

Is Rufus detei mined to play ? Did she endeavor to excel 
She expected to come to town. Thomas. 

Ths Infinitive Mode after Participles, Adjectives, fyc. 
He was learning to write. The boys are waiting to be ex- 

Susan was learning to sing. cused. 

William was apt to make mis- The enemy was attempting to 

takes. scale the wall. 

The fourth of July is a day to be Charles is eager to learn. 

remembered by Americans. They supposed him to be intel- 
William is a boy worthy to be ligent. 

loved. 

RULE XI. 

Verbs that follow bid, dare, let, see, need, make, hear, 
feel, and some others, are in the infinitive mode with- 
out the sign to. 

EXAMPLES. 

James, let us depart. He felt the blood curdle in hii 

William bid him do it. veins. 

I could hear her speak. I will let you have it. 

He would not dare speak to Our instructor makes us study. 

him. They need not do it. 

Can he make me submit ? He will make the boys yield, j 

Did you see him die ? Let the girls study. 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you compose six sentences, each having the same 
agent, the same finite verb followed by different verbs in the in- 
finitive mode? Six, each having a different verb in the infinitive 
mode passive ? Six having verbs in the infinitive mode following 
participles? Six, having verbs in the infinitive following adjec- 
tives ? Six, having verbs in the infinitive following nouns and 
pronouns ? Will you write six proper examples under each of the 
foregoing rules ? Will you parse all the sentences which you have 
now written? 

RULE XII. 

Any verb may have the same case after it, when both word* 
refer to the same person or thing. 



212 INTELLECTUAL AND 

EXAMPLES. 
Irregular Neuter Verb to be, Nouns, <§/•£. 
James is a good boy. I met the boy who was the best 

Mary is an excellent scholar. scholar in the town school. 

Thomas will be a great states- Eugene will be the man whom 
man. the people, at some future 

William may be a wise man. day, will make President of 

James might be an excellent ar- the United States. 

tist. 
Passive and Neuter Verbs having the same case after them as be~ 
fore them. 

I took her to be the seamstress. She has been considered a lady. 

She will become a lady. Mary will be judged a thief 

By mistake I took William to be A virtuous man is esteemed a 

Thomas. valuable member of society. 

She walks a queen. The book is entitled, ' The Or- 

Many men consider happiness phan.' 

the chief good. He is styled Colonel of the horse. 

William has grown to be a great He was chosen Governor, 

boy. William was elected a Captain. 

I will reckon him as one boy. She is rated a ship of the line. 

He was called John by his pa- 
rents. 

EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you make the verb in the following phrase, passive, ' We 
called him John,' without affecting its meaning ? Write four pas- 
sive verbs that admit the same case after them as before them? 

Will you write six sentences, each verb having the same case 
after it as before it ? Will you write six examples under Rule VIII ? 
Six under Rule VII ? Six under Rule VI ? Six under Rule V ? Six 
under Rule IV ? Six under Rule III ? Six under Rule II? Six un- 
der Rule I ? 

Will you parse the sentences which you have now written ? 

RULE XIII. 

Participles belong to Nouns. 

EXAMPLES. 

Present Participles, Nouns. 

James is running. Rufus found Thomas fighting. 

William was jumping. Susan caught her ball rolling, 

Thomas has been fishing. He may have been stud} r ing. 

William shall be playing. She will be dancing. 

Rufus came running to his fa- The bashaw was reclining on 

ther. his sofa, smoking tobacco. 
He was reposing in the shade. 

RULE XIV. 

The objective case may be governed by active participles* 



PRACTICAL GRAMMAR. 



213 



EXAMPLES. 

James was catching fish in the The officer was forming the 

pond. iine. 

Susan has been writing a long Washington was observing the 

letter. motions of the British troops. 

He was reading poetry. William came dragging Peter 

The enemy, believing them- by the arm. 
selves safe, were taken by sur- 
prise. 

Participial Adjectives. 

Charles saw a murmuring A deserted man committed sui- 

stream. cide. 

His glowing hopes are banished. The conquered army had no 



Rufus is a spoiled child. 
William has been a forsaken 
child. 



hope of relief. 
He was an abandoned child. 
Children, spoiled by indulgence, 

are unhappy beings. 

EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you write ten sentences, each having the same agent 
and verb, but a different participle? Ten sentences, each of 
which shall have a participle agreeing with one noun, and gov- 
erning another? Ten phrases, consisting of nouns, articles, and 
prepositions governing the nouns? Ten, each containing a per- 
sonal pronoun, a different mode or tense of the verb 'to be,' 
and a nominative case after the verb? Six, exemplifying the 
principle that nouns, when they signify the same thing, must 
agree in case? 

Will you parse all the sentences which you have now com- 
posed ? 

RULE xv. 

The objective case may be govered by participial nouns. 

EXAMPLES. 
William derives pleasure from She is fond of starting disputes. 



perusing useful books. 
Mary never feared losing a 

friend. 
A good man is above doing a 

mean action. 
You feel no discouragement 

from undertaking the study 

of the science. 
I dislike calling names. 



No instructor should delight in 
punishing boys. 

Parents are pleased at seeing 
the progress of their chil- 
dren. 

James is making great efforts 
to learn. 

John's reading has been useful 
in improving his taste in 
composition. 



George spends his time in amu 
sing his friends. 

Participial Nouns. 
Reading is taught in most In the formation of his sen 



schools. 



tences he was very exact. 



214 



INTELLECTUAL AND 



By the observing of these rules 
lie accomplished his purpose. 

The art of pleasing is carried to 
a great pitch in France, 

John's being carressed made 
him haughty. 



Drawing is considered useful. 
Surveying is a necessary part of 

education. 
Do you teach writing ? 
Intemperate drinking has ruined 

many people. 

EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you write six sentences, in which there are six differ- 
ent participles governing the objective case ? Six, in which parti- 
ciples are used as nouns? Six in which participles aie used as ad- 
jectives ? Six, exemplifying Rule XIII ? Six, exemplifying the 
principle that prepositions govern the objective case ? Six, under 
the Rule by which the objective case is governed by active verbs? 
Six, each having a verb in the subjunctive mode, but in a different 
tense? Write the same intenogatively ? 

Will you parse all the sentences which you have written ? 

RULE XVI. 

Adverbs qualify verbs, participles, adjectives, and other 
adverbs. 

EXAMPLES. 

Adverbs qualifying Verbs. 

James acted his part nobly. Jane sings sweetly. 

Rufus was ddigently employed. He looked frowningly. 

The soldiers marched slowly. They will soon return. 

Henry is improving rapidly. He writes admirably. 

Adverbs qualifying Participles. 
The boys were playing pleas- He was found playing busily. 



antly. 

John was running carelessly. 

She was not playing. 

John being much caressed be- 
came insolent. 



Andrew was abusing him shame* 

fully. 
I saw James eagerly engaged 

in jumping the rope. 
The wind is blowing violently. 



Adverbs qualifying Adjectives. 

He was remarkably industrious. James paid a much greater sum 

than Peter. 
Very few people have too much 
money in their own estima- 
tion. 



more diligent than 



fcusan was 

Mary. 
Mary is the most intelligent, 
Thomas is very studious. 

Adverbs qualifying other Adverbs, 
The boys write very well. 
William writes much better than 

he reads. 
The boys read more frequently 

than formerly. 



Susan is admirably well calcu- 
lated for her situation. 

Mary was very early engaged. 

Charlotte walks too fast to ap- 
pear graceful. 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you write down six sentences, each containing an ad- 
verb qualifying a verb? Six, having adverbs qualifying participles? 



PRACTICAL GRAMMAR. 215 

Six having adverbs qualifying adjectives ? Six having adverbs 
qualifying other adverbs ? Six proper examples under Rule 
XIV ? Six, under Rule V ? Six, under Rule IV ? Six, under 
Rule VII i Six having active verbs ? Write the ame mean- 
ing and make the verbs passive ? Six sentences having the 
verbs in the potential mode? Six sentences each having at least 
an article, an adjective, a noun, and a verb in the subjunctive 
mode, but differing in tense ? Six, each having a neuter agent, a 
neuter verb, and write an object after each if you can do it and 
make sense ? 

Will you parse the sentences which you have now written ? 

RULE XVII. 

A noun of the second person is in the nominative case in- 
dependent. 

Note — A verb in the imperative mode, always agrees with thou 
or you expressed or understood. 

EXAMPLES. 

Nouns. Imperative Mode. 
James, mind your book. John, do bring some water. 

Thomas, attend to your writing. William, get some wood. 
My child, do not tear your book. Do, James, visit me. 
Dear sir, do not forget the re- Peter, finish your copy, 
quest. 

Different Modes. 

My lords, I rise with astonish- me to be your fourth corpo 

ment. ral. 

Gentlemen of the jury, my client My young friends, in a short 

has suffered no ordinary em- time you will be men, think 

barrassment. of this fact and improve the 

I now take my leave of you, fleeting and pleasing hours 

my dear children, expecting ofyouth in acquiring treasures 

never to see you again. of knowledge, that will ena- 

Fellow soldiers, I return you ble you to act your several 

my sincere and hearty thanks parts in life with becoming 

for the honor you have con- dignity. 

forred on me, by choosing My country, my friends, and my 

relatives, farewell, forever. 

EXERCISES FOR THE SLATE OR PAPER. 
Q. Will you write six sentences, each having a nominative 
ease independent, and a different verb in the imperative mode ? 
Six, each having the same nominative independent, but the verba 
in different modes or tenses? Six, each having a relative pro- 
noun governed by the verb after it ? Six, in which the relative 
is governed by a preposition either before or after it? Six hav- 
ing personal pronouns governed by prepositions ? Six having per- 
gonal pronouns in the nominative case ? 



216 



INTELLECTUAL AND 



Will you parse the sentences which you have now written ? 

RULE XVIII. 

A noun or pronoun joined with a participle, independently, 
is in the nominative case absolute. 

EXAMPLES. 

The soldiers retreating, victory The general being killed, the 

was lost. soldiers fled. 

The sun being risen, we will These conditions being obser- 

rise. ved, the bargain was a mutu- 

There were none left to sup- al benefit. 

port him, his brother being The chaise being gone, we 

dead. went in a wagon. 

William consenting, I will as- The school being dismissed, 

sist you. the scholars went directly to 

their several homes. 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you write five sentences each having a noun in the 
case absolute ? Five having nouns in the case absolute, and the 
verbs in the indicative mode ? Six examples illustrating the princi- 
ple of the first; second, and fifteenth Rules ? 

Will you parse what you have now written ? 

RULE XIX. 

Conjunctions connect nouns and pronouns of the same 
case, verbs of the same mode and tense, and participles of 
the same kind. 

EXAMPLES. 



John sits between Charles and 

me. 
This man receiveth sinners and 

eateth with them. 
He or James will go. 
The word of God grew and 

multiplied. 

RULE XX. 

Two or more nouns or pronouns, in the singular number, 
connected together by a copulative conjunction, must have 
verbs and pronouns agreeing with them in the plural number. 



He was angry with Charles and 
Rufus. 

I saw James and Joseph play- 
ing and running on the Mall. 

John came neither eating nor 
drinking 



good 



William and Charles run. 
Thomas and Harry are 

boys. 
Harriet and Susan learn to read 

very well. 



EXAMPLES. 

i saw James and Thomas, and 
they said they were going to 
church. 

James and Frank, do you know 
that you must get yor; lessons? 



PRACTICAL GRAMMAR. 217 

The man and boy are in town. Thomas and William can learn 

Mary and Harriet love each their lessons. 

other. Mary and her sister will assist 

Do Charles and his little brother us, if we oblige them in thii 

make much noise in school ? business. 

EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you write six sentences, each containing two agents, of 
the singular number, a verb in the potential mode, a preposition, 
and an object after the preposition ? Six proper examples under 
Rule XVIII ? Six, under Rules I and II ? 

Will you parse each of the sentences which you have now writ- 
ten ? 

RULE XX. 

A noun, singular in form but plural in meaning, requires 
verbs and pronouns of the plural number to agree with it. 

EXAMPLES. 

The people build their own The community are not so easi- 

houses. ly deceived. 

A part row the boat and a part The Faculty were divided in 

hoist the sails. their opinion. 

The multitude were enraged The jury have not agreed in 

and committed many excesses. their verdict. 

EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you write three nouns of the singular form which will 
require verbs in the plural to agree with them ? Six sentences 
exemplifying Rule XVIII ? Six, each having an active verb ? 
Change the verbs in the last six examples to the passive form, 
and retain the same meaning ? Will you write six sentences 
each having a noun or pronoun in the possessive case ? Write a 
sentence having the names of the boys in your class used as 
agents ? One having the same names used as objects 1 One, 
having the same names used in the possessive case r 

Will you parse all the sentences which you have now written ? 

RULE XXI. 

The infinitive mode or part of a sentence is sometimes used 
as the nominative case to a verb in the third person singular. 

EXAMPLES. 

The Infinitive Mode the Nominative Case. 

To study is delightful. To transgress is sinful. 

To run is tiresome. To err is human. 

To declaim is not to argue. To swim is an agreeable exer- 

To improve was his aim. cise. 

To exercise increases strength. To confound is not to convince. 
To talk is not to reason. 
19 



%l$ INTELLECTUAL ANU 

To begin is one thing, to finish To punish om enemies is to for- 
is another. give them. 

Part of a Sentence used as a Nominative to a Verb. 

To see the sun is pleasant. 



To expect success by such 

means was visionary. 
That we shall succeed is very 

doubtful. 
That he should make others 

happy, was to his debased 

feelings, a certain source of 

misery. 



His having been at school, did 
not benefit him. 

Thou shalt not covet, is an im- 
perative obligation. 

That God will exist forever, is 
plainly to be inferred from 
reason, and is directly taught 
by revelation. 



EXERCISES FOR THE SLATE OR PAPER, 

Q,. Will you write down six sentences in which the infinitive 
mode shall be nominative to the verb ? Six, having the same agent* 
and verbs, but different active participles ? Write an object after 
each of the participles in the last sentences ? Write after these 
same objects a preposition and a noun by which it may be govern- 
ed ? Six sentences each having a passive verb ? Will you parse the 
sentences which you have now composed ? 

RULE XXII. 

The Infinitive Mode is often independent. 

EXAMPLES. 

To conclude, I shall make a few To be sure, I was not afraid, 
the point, where 



To proceed, I expect that the 
sacrifice must be made. 

To speak plainly, I heard him 
declare it. 



remarks. 
To come to 

were you ? 
To confess the truth, I was much 

in fault. 

RULE XXIII. 

Nouns signifying time, direction, distance, measure, and 
price, may be put in the objective case without a preposition. 

EXAMPLES. 



He lived twenty years. 

He was confined thirty years. 

They were carried six hundred 
miles. 

The flag staff is sixty feet high. 

The earth is twenty-five thou- 
sand miles in circumference. 

The last summer, I visited St. 
Helena. 

He went a voyage to India, 



This book is worth a dollar. 

The building was appraised a 
thousand dollars. 

The city is thirty miles distant. 

The wall was twenty feet in 
thickness. 

Cooke was three years in per- 
forming a voyage round the 
world. 



PRACTICAL GRAMMAR. 219 

Congress was in session six They went that way. 

months. The cloth was four dollars a 

He resides twenty miles from yard. 

Boston. The horse cost seventy dollars. 

EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you write down six sentences each containing an infin- 
itive mode used independently ? Six, each having an infinitive 
mode used as the nominative case to a veib ? Six, having infin- 
itives following other verbs, without the sign to before them'.'' 
Six, having infinitives in the perfect tense, following other verbs'? 
Six, having nouns in the case absolute ? Six, having nouns of 
measure, distance, direction, time, &c. in the objective case i 

Will you parse what you have now composed? 

RULE XXIV. 

Active verbs of asking, teaching, and some others, are fol- 
lowed by two objective cases, the one of a person the other 
of a thing. 

EXAMPLES. 

The instructor taught me gram- My little boy asked me some 

mar. questions which were puz- 

The mathematician teaches me zling. 

something every day. We gave him a peach. 

He who teaches William read- He wrote me a letter last week 

ing has come to see him. which miscarried, and I did not 

I gave him many books, which get it till yesterday. 

will most probably be of ser- Will you refuse me that favor? 

vice to him. Oh ! grant me this one request. 

Bring me my shoes. Bring me a whip. 

Bring him and me a knife. Send me a servant. 

RULE xxv. 
Passive verbs of asking, teaching, and some others, are fol- 
lowed by an objective case. 

EXAMPLES. 

I understood that Thomas was who are asked questions for 

taught grammar by Mr. A. the sake of information, and 

William was asked the question. very many are asked idle and 

Peter was taught music by a impertinent questions. 

proficient. That person was asked his 

Mary and Amey were taught name, his residence and hii 

history at the same school and business. 

at the same time. James was taught the Spanish 

There are very many persons language. 



220 INTELLECTUAL AND 

RULE XXVI. 

Interjections require the objective ca6e of a pronoun of the 
first, and the nominative case of the second person. 

EXAMPLES. 

O, thou persecutor ! Hail, thou, who art highly fa- 

O, ye hypocrites ! vored • 

Oh, me ! Ah me ! Oh, traitor ! you shall perish. 

my father ! I cannot bear it. O, my beloved Arthur! I will 

avenge your cause. 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you wnte down six proper examples to illustrate the 
principle of the last two rules ? Six interrogative sentences ? 
Six in the subjunctive mode ? Six in the imperative mode? Six 
having nouns of the masculine gender and plural number ? Three, 
in Which it is proper to use an objective case after an interjection ? 
Six, having a nominative case correctly used after an interjection ? 

Will you parse the sentences which you have now written ? 

Adjectives agreeing with nouns understood. 

Note. — When this is the case the adjective should first be made 
to belong to the noun understood, then it may be parsed as the noun 
would be in its place. 

EXAMPLES. 

We honor the brave. We readily pardon the peni- 

The wise are commonly happy. tent. 

Despise not the poor. Blessed are the poor in spirit. 

The rich are often miserable. The wicked shall be punished. 

The merciful shall obtain mercy. The virtuous sometimes suffer 

The young should respect the from the misconduct of the 

aged. vicious. 

The idle may expect poverty. Mr. H. attempts to rise to the 

The hand of the diligent increas- sublime, but sinks to the ridi- 

eth riches. culous. 
God will bless the humble. 

Adjective Pronouns used as Nouns. 
This pleases me. One came after the other and 

That displeases you. then both were here. 

1 shall ask for these. It is the same to me. 

You may have those. Many are called but few chosen. 

I will do my duty, let others do The first shall be last and the 

as they will. last shall be first. 

Others may choose this, I prefer If you choose the former, I will 

that. take the latter. 

I will take none this time. The desire of getting more will 

One likes to be his own master. continually stimulate us to ac- 

All need forgiveness, tion. 

Either will do. 



JMUtfjtfieAk fcftAM&AR. 



^i 



Adjective Pronouns used as Adjectives. 



*these men must be punished. 
This man is intelligent but those 

women are ignorant. 
Each man must account for 

himself. 
All things are mutable. 
Either road will conduct you to 

the city. 
Every man, without exception, 

commits sin. 



Some men use all diligence to 
make themselves rich. 

If ye do such things ye shall 
perish. 

I can find another man. 

You have your own book. 

Several persons were present, 
who appeared to be pleased 
with the performances. 



EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you write down six examples of the proper use of the 
adjective, without the noun? Six, having adjective pronouns used 
for nouns? Six, having adjective pronouns used for adjectives? 
Six, each having a verb in the infinitive mode? Six sentences^ 
each having an irregular neuter verb, each in a different mode or 
tense from the others? 'Six, each having a different mode or 
tense of the verb ' to be' ? Six interrogative sentences, each hav- 
ing a verb in a future tense? Six, each having an adverb qualify- 
ing a verb? Six, having an adverb qualifying either an adjective or 
participle ? 

Will you parse the sentences which you have now written ? 

Relative pronouns referring to personal pronouns. 

EXAMPLES, 

Thou, who art my friend, must Thou 
assist me. 

I, who live by your charities, 
am grateful. 

We who are learned think oth- 
ers might be so, if they would 
study. 

He gave the book to me who am 
the second owner. 

Ye,who have done wrong once) 
do so no more. 



that art the counsellor o 
the inexperienced canst ad- 
vise us. 

I, that have received favors, am 
disposed to requite them. 

He who shuns vice does gener- 
ally practise virtue. 

He who did thus, was a righ- 
teous man. 

I am he that speaketh these 
things. 

The Conjunction, As, used as a Relative Pronoun. 
Such as fought received a pen- Such as were worthy were ap 



sion. 
Assistance was offered to such 

as required'it. 
You may take such books as 

please you, 
I ask not alms of such as have 

no regard for the unfortunate 

poor, 

19* 



pointed. 
I suppose they were such as 

you could not respect. 
To all such as were fond of 

parties, invitations were sent. 
They gave such quantities 9$ 

they chose* 



222 



intellectual ano 



! 






The duties were such as human 
nature does not willingly per- 
form. 



But to as many as received him. 
Such things as you do, I despise 



The Compound Relative Pronoun. 



I reject that which you offer, 
I reject what you offer. 
William demands that which I 

do not choose to give. 
They know that which is their 

duty. 
They know what is their duty. 
That which is right I will do. 
What is right I will support. 
That which is best I prefer. 
I prefer what is best. 
He may attempt that which is 

noble. 
He may attempt what is noble. 



He will accomplish any thing 

which he attempts. 
He will accomplish whatever 

he attempts. 
He who comes may see it. 
Whoever comes may see it. 
I aspire to every thing that is 

excellent. 
I aspire to whatever is excellent. 
Let us do the thing that our 

hand findeth to do with our 

might. 
What grieves me is that the man 

died by my neglect. 



Interrogative Pronouns used as Nouns. 



Who comes here ? 
Whom did you see ? 
Which will you take ? 
Whose book have you ? 
What is to be done ? 
William, what do you wish ? 
Whom do you expect ? 
Who conducted you to this 

place ? 
What do you mean ? 
James, inquire for me what 

those men did ? 



Which commenced the difficult 
ty? 

Who can tell what is to be 
hereafter ? 

Of whom did you make this in- 
quiry ? 

To whom shall I apply ? 

Whose book was that which I 
burned ? 

What is your occupation ? 

What did I command you to 
do? 

What must I do ? 



Interrogative Pronouns used as Adjectives. 



Which thing do you prefer ? 

W^hich boy will do it ? 

For what purpose did you take 
that pen ? 

For what man can think of do- 
ing that thing ? 

Which road will you take I 



What man will ask such a favor? 

By what authority do you ar- 
raign me ? 

I would just inquire which boy. 

Through what troubles hava 
we passed ? 



Compound, Personal Pronouns. 



1 blame myself. 

You should govern yourself. 

He loves himself. 

She will protect herself. 



John exalts himself. 
He himself is absent. 
You should not commend your- 
self 



PRACTICAL GRAMMAR 223 

Henry and Rufus have furnished We pronounce ourselves just, 
themselves with all things ne- If you please yourselves it if 
cessary for school. sufficient. 

EXERCISES EOR THE SLATE OR PAPER. 

Q,. Will you write down six sentences having the relative pro- 
nouns ' who,' 'what,' or i whom,' referring to personal pronouns .* 
Six, having the relative pronoun, \ which,' in each ? Six, having 
the relative, < that,' in each, used elegantly for i w T ho' or ' which' { 
Six, each having interrogative pronouns used as nouns? Six, each 
having interrogative pronouns used as adjectives? Six, each hav- 
ing a compound personal pronoun ? 

Will you parse what you have now composed ? 

Adjectives, Prepositions, &c. used as Adverbs. 

EXAMPLES. 

At last the man came. He has at the most but forty 
Ih general, he performed his scholars. 

part well. In short, he was most unmerci- 
At length the time arrived when fill. 

he was to depart. I smoke a cigar now and then. 

The more I hear him the bet- More than this, I do not believe 

ler I like him. he has seen him. 

He is not a whit better than his In fine, we would not hear any 

brother, [is] remarks from him. 

He was not at all displeased. Thus, what with the war, what 
He was jumping, wrestling and with the pestilence, what with 

what not. the famine, I am poor and 

He will come by and by. wretched. 

Contraction of the Auxiliaries, Have and Had. 

I've proved you, John. I'd gone when you came. 

You've had your day. She'd just dismissed the school. 

They've taken him. as I entered. 

Contraction of Will and Would. 

I'll do it for you. He'd sometimes laugh and some- 

I'll not do it if you do, times cry. 

He'll satisfy you. They'd sing songs till midnight, 

I'll not stir from my seat. if they were urged. 

I'll finish my task before he'll He determined he'd not do it. 
require me to recite it. 

Contraction of It, and Is, Can not, and Will not. 

'Tistrue she's dead. And so she's safely returned. 

I'm sorry but I can't help her. He's miserable and he won't b» 

That man's a fool. comforted. 

He won't come for they won't You can't endure so much fa* 

permit him. tigue. 
'Twas a rare maiden, 



m 



Intellectual Aft ft 



EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you write down six sentences having three or more 
words used as adverbs ? One, having a contraction of will' ? An- 
other of 8 would' ? Another of' it' ? Another of am' ? Another of 
' is' ? Another of can' ? Another of can* and ' not' ? Another of 
1 will' and ( not' ? Two sentences, each containing all the parts of 
speech ? Two, each having four parts of speech ? Two," each hav- 
ing six parts of speech 1 Two, each having eight parts of speech ? 
Two, each having nine parts of speech % Two, each having thirteen 
active participles ? Two, each having ten prepositions ? Two, 
each having a passive verb ? Two, each having an adverb quali- 
fying an adverb ? 

Will you parse the sentences which you have now composed ? 

Omission of the principal Verb after Than, and Is. 



Harriet is fairer than Mary, [is.] 

James is a better scholar than 
William. 

Thomas is not so rich as you. 

She is more beautiful than her 
daughter. 

Alexander flourished earlier than 
Cicero, and the latter was 
more eloquent than the form- 
er. 



Thomas was not so benevolent 

as Rufus. 
William is more studious than 

his sister Mary. 
She is more talkative and live- 
\ ly than her brother, but not 

so well informed. 
Ellen is not so beautiful as Ann. 



Omission of the Verb after an Interrogative sentence-. 



Who comes here? James. — 
(Comes.) 

What will make me respectable 
and happy ? Virtue. 

What enabled our pilgrim fore- 
fathers to brave the terrors of 
the ocean and wilderness ? 
Religion. 

Omission of the 

He will do it when he can. (do.) 
Harriet promised to do every 

thing that she could. 
Thomas will not sing, but Mary 

will. 
Harriet shall ride, but you shall 

not. 
When Adam thus to Eve 



Who commanded that regiment ? 
Robert Norton. 

Who is the President of th3 
United States ? Andrew Jack- 
son. 

Who made those chairs? John- 
son, the cabinet maker. 

principal Verb. 

I have not recited, have you ? 
Yes, I have; but Thomas hag 
not, because he was not pre- 
pared. 

He entertained me just as I 
would you, in similar circum- 
stances 

To whom thus Adam. ■ ■ ■ 

Omission of the Auxiliaries, Shall and Will. 
Note. — In sentences in which there are several verbs connected 
by and, the auxiliary is usuallyj omitted excepting before the first 
Verb* 



PRACTICAL GRAMMAR. 225 

James will come and go to town with you. 
No more shalf nation against nation rise, 
Nor ardent warriors meet with hateful eyes. 
No more the rising sun shall gild the morn 
And evening Cyntha fill her silver horn. 

Omission of the Verb to Be. 

Hushed is the harp, the minstrel gone. 

Sweet the pleasure after pain, 

A child of freedom thou, — 

Thy birthright the tall cliff and sky beyond. 

The Auxiliary Verb, May, understood. 

Be mine the lot. Who will entreat the Lord, that 

God bless you. he spare our lives ? 

Live long and be happy. We may die, die colonists, die 

slaves. 

The Auxiliary Verbs, Might, Could, Would, and Should, understood. 
I could not think, nor speak, and break the chains of sla- 

nor hear. very ? Yes, or die in the at- 

He might not weep, nor laugh, tempt. 

nor play. What wouldst thou have me do, 

Should I punish you and make defy his power, contemn the 

you repeat the foul deed. laws ? 

Would you save your country, 

Tlie Conjunction before the Subjunctive Mode, understood. 

If he relent, submit, and crave forgiveness. 

Unless good order be restored, and the former officers be re-elect- 
ed, there will be an end to the due administration of justice. 
It were not just to expose him, since he did as well as he could. 
He were a fiend in human form, to practise such cruelties. 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you write down three sentences in which it shall be 
proper to omit the principal verb after 'than' and 'as'? Six, in 
which it is customary to omit both the auxiliary and the principal 
verb? Six, having an omission of the principal verb after an auxil- 
iary ? Six, having a proper omission of the auxiliary verbs ' shall' 
and ' will' ? Six proper examples under Rule I ? Six, under Rule 
III Rule III? Rule IV? Rule V? Rule VI? Rule VII? Rule 
VIII ? Rule IX 1 Rule X ? 

Will you parse what you have now composed ? 

The conjunction understood before a verb in the subjunc- 
tive mode. 

Note. — This form of the subjunctive is the same as the interro- 
gative form, with this difference, there is no question asked, and 
consequently no interrogation point. 



226 INTELLECTUAL AND 

Had the pursuers caught him, he would have been obliged to 
return . 

O, had I the wings of a dove, I would fly to the uttermost parts 
of the earth. 

Had I but served my God, with half the zeal I served my king. 
Wert thou my brother, I would assist thee. 
Wert thou to proffer what I do not ask. 

Note — In the examples that follow, by omitting the conjunction, 
the form of the verb is the same as that sometimes used by poets 
in interrogative sentences. 

Come he poor, or rich, I will receive my son. 
Were he tenfold more the richer, I would not fear him. 
Bring they peace or war, 'tis the same. 
Had I my sight I would follow him to the remotest corners of the 
earth. 

r The Conjunction understood. 

Wife, children, servants, all, 

I hear thee, view thee, gaze o'er all thy charms. 
He enjoys a peace, a dignity, an elevation of mind. 
Hurry is the mark of a weak mind, despatch, of a strong 
one. 
He exercises authority with moderation, administers reproof with 
tenderness, confers favors with ease and modesty. 

The Prepositions To or Unto understood after Like. 

Milk, like water, runs, 

The mountains shook like frightened sheep, 

Like lambs the little hillocks leap. 

Like an oak on some cold mountain's brow, 

Like one who sees a serpent in his way. 

Like Cato firm, like Aristides just, 

Like rigid Cincinnatus, nobly poor. 

EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you search different books, and having found three 
sentences in which the conjunction is understood before the verb ; 
write three others of the same kind ? Write three sentences in 
which the conjunction l and' is understood ? Six sentences, in 
whichfthe preposition ' to' or 'into' is understood after ' like' ? Six 
proper examples under Rule XI? Six, undei Rule XII ? Six, 
in the interrogative form ? Six, each having a noun in the pos- 
sessive case ? Six, each having a pronoun in the possessive case? 
Six, each having the preposition * of and then change the form 
of expression retaining the same meaning? Six proper examples 
under Rule XIII ? Six, under Rule XIV ? Six, under Rule XV ? 

Will you parse the sentences which you have now written ? 



PRACTICAL GRAMMAR. 227 

The nominative case placed after a verb. 

There lived a man. 
Then came the scribes and Pharisees. 
The dogs did bark, the children screamed. 
Up flew the windows all. 

Smack went the whip, round went the wheels, 

Were never folks so glad. 

Such is the power of mighty love. 

Quoth Mrs. Gilpin, that's well said. 

Where stand of old 

Myriads, between two brazen mountains lodged. 

Thrice rung the bell. 
Go thou, Omar, said the old man. 
Why tarries she on England's shores ? 
There would be no occasion, my Lords. 
Through all her train the soft infection ran. 

The Objective Case before the Verb. 
Music the fiercest grief can charm. 
Thus God the heaven created, thus the earth. 
And vital virtue infused and vital warmth 

Throughout the fluid mass. 
Tyrants no more their savage nature kept, 
And foes to virtue w r ondered how they wept. 
In pitying love, we but our weakness show. 
Me glory summons to the martial scene. 
The pious maids their mingled sorrow shed. 
When Cheerfulness, a nymph of healthiest hue, 
Her bow across her shoulder slung. 

The Auxiliary separated from the principal Verb. 

If that check should ever be removed, if the crown should by 
corrupt means, by places, pensions and bribes, get the absolute 
direction of our two houses of parliament, our constitution will 
from that moment be destroyed. 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you search different books and having found three 
examples in which the nominative case is placed after the verb, 
write them down ? Three others, in which the objective case 
comes before the verb ? Six proper examples under Rule XVI ? 
Six, under Rule XVII? Six, under Rule XVIII? Six, under 
Rule XIX ? Six, under Rule XX ? 

Will you parse what you have now written ? 

The same word used for two or more different parts of speech. 

Edward and Richard, 

With fiery eyes, sparkling for very wrath, 
Are at our backs. 
He sails for Boston. 



22S INTELLECTUAL AND 

Old husbandmen I at Sabinum knew, 
Who for another year dig, plough and sow. 
For never man was yet so old, 
But hoped his life one winter more to hold. 
I live as I did, I think as I did. I love you as I did, but all 
these to no purpose : the world will not live, think, nor love, as I 
do. 

Is it not every man's interest that there should be such a gov- 
ernment of the world, as designs our happiness, as would govern 
us for our advantage ? 
Each man's mind has some peculiarity, as well as his face. 
You know that he is that rogue that committed that theft. 
Either man of us can go either the oneway, or the other. 
James may stay, but Rufus shall not. 
I will take all the melons but two. 
Did but man consider the true notion of God, He would appear 
to be full of goodness. 

Though I treated him kindly, yet he forsook me. 
Your education is not yet completed. 

He loves both boys; stil! both are not deserving of his lore. 
Both you and the instructor are censurable. 
You should be content with what you possess. 
What change is to be made in my circumstances? 
What shall I do, for I am undone. 

And what* with thy care of him, and the old woman's, and 
his boy's, and mine, we might recruit him again at once, 
and set him upon his legs. 

What,! though in solemn silence, all 
Move round the daik terrestrial ball ? 
What,t couldst thou not watch one hour? 
The Jews fast often. A true fast is abstaining from iniquity. 
That man is a fast walker. He walks very fast . Joseph's breth- 
ren came and bowed down themselves before him. His elder 
brethren came before Benjamin did. James went after his book. 
He came after I did. The water in this well is good. A well 
man often becomes a sick man. 

The scholar who conducts well does as all others will wish they 
had done, when they shall arrive at manhood. Yesterday was a 
rlne day. I rode out vesterday. I shall go to-morrow. To-mor- 
row may be fairer than to-day. The eagle soared above the 
clouds and beneath the sun. View the heavens above, and the 
earth beneath. He ran through the court, along the wall. She 
looked around and then ran along. He is much engaged. Wil- 
liam has seen much of the world. Much gold is corrupting to the 
mind of man. 

Will you repeat your lesson before he comes? If yon repeat it 
bQfore ; he will be pleased. 

* Adverb. 

t Interjections. 



PRACTICAL GRAMMAR. 229 

EXERCISES FOR THE SLATE OR PAPER. 
Q,. Will you write down three sentences, each having that used 
for three different parts of speech ? Three, having as in like man- 
ner used in each ? Also, three having both ? Three, having what 
used for a different part of speech in each ? Three having but used 
in the same manner ? Three having either used for a different part 
of speech in each? Three having for used in like manner? Six 
proper examples under Rule XXI ? Six, under Rule XXII ? 
Six, under Rule XXIII? Six, under Rule XXIV>? Six, under 
Rule XXV? Six, under Rule XXVI? Six, under Rule XXVII ? 

PROMISCUOUS EXERCISES. 

If we knew how much the pleasures of this life deceive and 
betray their unhappy votaries; and reflected on the disappoint- 
ments in pursuit, the dissatisfaction in enjoyment, or the uncer- 
tainty of possession, which every where attend them; we should 
ceaso to be enamoured with these brittle and transient joys ; and 
should wisely fix our hearts on those virtuous attainments, which 
the world can neither give nor take away. 

'Tis midnight : on the mountains brown 
The cold round moon shines deeply down ; 
Blue roll the waters, blue the sky 
Spreads like an ocean hung on high, 
Bespangled with those isles of light, 
So wildly, spiritually bright ; 
Who ever gazed upon them shining, 
And turned to earth without repining, 
Nor wish'd for wings to flee away, 
And mix with their eternal ray ? 
. The waves on either shore lay there 
Calm, clear, and azure as the air ; 
And scarce their foam the pebbles shook, 
But murmured meekly as the brook. 
The winds were pillowed on the waves, 
The banners drooped along their staves, 
And, as they fell around them furling, 
Above them shone the crescent curling; 
And that deep silence was unbroke, 
Save where the watch his signal spoke. 
Save where the steed neighed oft and shrill, 
And echo answered from the hill, 
And the wild hum of that wild host 
Rustled like leaves from coast to coast, 
As rose the Muezzin's voice in air 
In midnight call to wonted prayer. 

Know ye the land where the cypress and myrtle 
Are emblems of deeds that are done in their clime? 
Where the rage of the vulture, the love of the turtle, 
Now melt into sorrow, now madden to crime ? 
Know ye the land of the cedar and vine, 
20 



230 INTELLECTUAL AND 

Where the flowers ever blossom, the beams ever shine ; 

Where the light wings of Zephyr, oppress'd with perfume. 

Wax faint o'er the gardens of Gul* in her bloom ; 

Where the citron and olive are fairest of fruit, 

And the voice of the nightingale never is mute : 

Where the tints of the earth, and the hues of the sky, 

In colour though varied, in beauty may vie, 

And the purple of Ocean is deepest in dye ; 

Where the virgins are soft as the roses they twl&e, 

And all, save the spirit of man, is divine ? 

'Tis the clime of the east ; 'tis the land of the Sun — 

Can he smile on such deeds as his children have done ? 

Oh! wild as the accents of lover's farewell 

Are the hearts which they bear, and the tales which they tell. 

FALSE SYNTAX, 

Including more critical rules for correcting grammatical errors. 

RULE I. 

A verb must agree with its nominative case in number and 
person. 

Examples to be corrected. 
Thou does hate instruction. Our books is torn. 

I writes better than he. In some respects I were in fault. 

Do it rain ? When is their tongues at rest ? 

Thou may learn. The wind have blown the leaves. 

I knows but cares not. The mechanism of clocks and 

The animals was exhibited. watches were unknown a few 

Evil communications corrupts centuries ago. 

good manners. Disappointments sinks the heart 

They was in much trouble. of man, but the renewal of 

The boys is lazy and they must hope, give consolation. 

be punished. The smiles that encourage aev- 

He was speaking to them but erity of judgment, hides mal- 

they was not attentive. ice and insincerity. 

The number of inhabitants in England and Ireland do not ex- 
ceed sixteen millions. 

A variety of pleasing objects charm the eye. 

In the conduct of Parmerio, a mixture of wisdom and folly 
were very conspicuous. 

Has the goods been sold to advantage, and did thou embrace 
the proper season? 

He dare not act contrary to his instructions. 

Fifty pounds of wheat, contains forty pounds of flour. 

The inquisitive and curious is generally talkative. 

Great pains has been taken to reconcile the parties. 

I am sorry to say it, but there were more equivocators than one. 

*Gul—Tlie Rose. 



PRACTICAL GRAMMAR. 231 

The sincere is always esteemed. 

There is many occasions in life, in which silence and sim- 
plicity is true wisdom. 

The generous never recounts minutely the actions they have 
done, nor the prudent, those they will do. 

He need not proceed in such haste. 

The business that related to ecclesiastical meetings, matters, 
and persons, were to be ordered according to the king's direc- 
tion. 

In him were happily blended true dignity, with softness of 
manners. 

The support of so many of his relations were a heavy tax 
upon his industry; but thou knows he paid it cheerfully. 

What avails the best sentiments, if persons do not live suita- 
bly to them? 



* Death is the wages of sin.' 'The wages of sin is death.' 
From these two examples, we derive the following 

RULE II. 

When a verb comes between two nouns, either of which 
may'be considered the nominative, it may agree with either 
of them ; but some regard must be had to what is more nat- 
urally it nominative. 

Examples to he corrected. 

The wages of sin are death. The crown of virtue is peace 

His meat were locusts and wild and honor. 

honey. His chief occupation and en- 

A great cause of the low state of joyment were controversy. 

industry was the restraints 

put upon it. 



1 James, thou and I are attached to our country, and we will 
shed our blood in its defence.' 

In this example it would manifestly be improper, besides it 
would pervert the sense, to substitute 'their,' or 'your,' for 'our;' 
likewise, either 'they' or 'you' for ' we.' This arises from the 
circumstance of the pronoun I being in the first person, and at 
the same time the nominative case. 

'James and thou may divide it among you.' Here 'you' is 
used because one of the nominatives is 'thou.' 

From these remarks ice derive the following 

RULE III. 

When several nominatives, of different persons, are con- 
nected by a copulative conjunction, the verb will agree in 
person with the first rather than the second, and with second^ 
rather than the third. 



232 



INTELLECTUAL ANT> 



Examples to he corrected. 
Thou and the gardener must share the blame among them. 
My sister and I are daily employed in their respective occupa- 
tions. 

EXERCISES FOR THE SLATE OR PAPER. 

Q, Will you write down six violations of Rule I ? Six, of 
Rule II? Six, of Rule III? 

Will you correct each expression which you have now writ- 
ten down? Will you write six sentences in the subjunctive 
mode ? Four, in the potential mode, each in a different tense ? 
Six interrogative sentences? Six, each containing a noun of mea- 
sure, distance, direction, &c? 

Will you parse the sentences which you have now composed ? 

RULE IV. 

Two or more nouns or pronouns, in the singular number, 
connected by a copulative conjunction, expressed or under- 
stood, must have verbs and pronouns agreeing with them in 
the plural number. 

Examples to he corrected. 
Does George and William Industry and perseverance over- 



writes ? 

Charles and William resides in 
Boston. 

William and Thomas is out. 

Idleness and ignorance is dis- 
graceful. 

Time and tide waits for no man. 

Mercy and judgment is the 
song. 



comes all difficulties. 

Moth and rust doth corrupt. 

Was John and William play- 
ing? 

Thomas and Harry has been 
fighting. 

Is your brother and sister at 
home ? 

Innocence and happiness dwells 
together. 

Idleness and ignorance is the parent of many vices. 

Wisdom, viitue, happiness, dwells with the golden mediocrity. 

In unity consists the welfare and security of every society. 

His politeness and good disposition, was on failure of their ef- 
fect, entirely changed. 

Patience and diligence, like faith, removes mountains. 

Humility and knowledge, with poor apparel, excels pride and 
jgnorance under costly attire. 

The planetary system, boundless space, and the immense ocean, 
affects the mind with sensations of astonishment. 

Humility and love, whatever obscurities may involve religious 
tenets, constitutes the essence of true religion. 

Religion and virtue, our best support and highest honors* con- 
fers on the mind principles of noble independence. 

What signifies the counsel and care of preceptors, when youth 
think they have no need of assistance ? 



PRACTICAL GRAMMAR. 233 

* James or John comes' — In answering this question who comes? 
We find it to be one or the other, not both, consequently the verb 
may agree with either. 

* James or the girls are out' — ' The girls or James are out.' In 
both these examples, you see at once, that it is better to say * are' 
than I is.' Consequently, when two nominatives, the one singular 
and the other plural, are connected by a disjunctive conjunction, 
the verb must agree with the plural nominative. 

i James or I are in fault.' ' I or James is in fault.' The pro- 
priety of these expressions is obvious, but do you notice that the 
verb agrees in person with the one nearest to it ? 

From these illustrations we derive the following : 

RULE V. 

When two nominatives are connected by a disjunctive con- 
junction, the verb may agree with either, but, if they are of dif- 
ferent persons or numbers, the verb will agree with the plural 
nominative, m number, and with the one nearest to it, in per- 
son. 

Examples to be corrected. 

James or Harry are industrious. I or thou are the person, who 

Mary or her mother are coming". must undertake the business. 

Neither James nor Thos. write. He or I is in fault. 

James or Harry are absent. Neither he nor I knew any thing 

Either his patience 01 his puise about it. 

were exhausted. Either the master or his pupils 

Either thou or I are greatly is in fault. 

mistaken. 

The cares of this life, or the deceitfulness of riches, has chok- 
ed the seeds of virtue in many a promising mind. 

Remarks. ' The philosopher and poet was banished.' In this 
sentence the meaning is, that one man, who is both a philosopher 
and poet, was banished : consequently as there is but one agent, 
the verb must of course be singular. 

" Nor were the young fellows ?o wholly lost to a sense of 
right as pride and conceit has since made them affect to be. 
Rambler No. 97." That is, as pride has and conceit has. Here 
the use of the singular verb must be justified on the principle of 
considering it to be understood after each nominative, and that which 
is expressed agreeing only with the last. Such violations of the 
above rule are common among good writers. 

EXERCISES FOR THE SLATE OR PAPER. 
Q,. Will you write down six examples, each having two nouns 
connected by a copulative conjunction exemplifying Rule IV? 
Six sentences each containing two nouns connected by a disjunc- 
tive conjunction ? Six, having two nominatives connected as in 
tho last examples, but one of them plural ? Six, each having two 
20* 



234 



INTELLECTUAL AND 



nominatives butof different persons ? Six, containing violatioas of 
Rule IV? Six having violations of Rule V? Will you correct the 
examples which you have written under Rules IV* and V ? 
Will you parse all the sentences which you have now written? 

RULE VI. 

A noun, singular in form, but plural in meaning, will have 

verbs, nouns, and pronouns agreeing with it in the plural 

number. 

Examples to he corrected. 

Note. — In some of the following examples, a singular noun will 
require a verh singular as usual. This is designed to tax the inge- 
nuity of the learner. 

The people rejoices in that which should give it sorrow. 

The flock, and not the fleece, are, or ought to be the objects of 
the shepherd's care. 

The court have just ended, after having sat for a long time. 

The crowd were so great, that the judges, with difficulty, made 
their way through them. 

The corporation consist of a mayor, alderman and common 
council. 

The British parliament are composed of king, lords, and com- 
mons. 

When the nation complain, the rulers should listen to their 
voice. 

In the days of youth, the multitude eagerly pursues pleasure as 
its chief good. 

The church have no power to inflict corporeal punishment. 

The fleet were seen sailing up the channel. 

The regiment consist of a thousand men. 

The meeting have established several salutary regulations. 

The council was not unanimous, and it separated. 

The fleet is all arrived, and is moored in safety. 

The people draweth near to me with their mouth, and honoreth 
me with their lips, but their heart is far from me. 

The committee was divided in its sentiments, and it has referred 
the business to a general meeting. 

The committee were very full, when this point was decided. 

Why do this generation wish for greater evidence ? 

The remnant of the people were persecuted. 

Never were any people so much infatuated as the Jewish na- 
tion. 

The shoal of herrings were of an immense extent. 

No society are chargeable with the conduct of their particular 
members. 

EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you compose six sentences, each containing violations 
of Rule VI ? Will you correct the examples which you have now 
written ? Will yon write six interrogative sentences in the po- 
tential mode ? Six each exemplifying the elegant and different 



PRACTICAL GRAMMAR, 235 

use of the relative ' that' for l who' or c which ?' Ten nouns, the 
names of different curiosities in a museum ? Ten, the names of 
different farming utensils ? Ten, the names of different mechan- 
ics' tools ? Ten, the names of different kinds or species of fishes ? 
Ten, the names of different persons in scripture ? Join different 
adjectives of the superlative degree with each of these scriptural 
names ? Write ten names of different women in ecripture ? Join 
an adjective in the positive degree with each of these names ? 
Two sentences, each containing a passive verb ? Six, each hav- 
ing a different neuter verb ? Two, each having a neuter passive 
verb ? Two sentences, each containing all the different parts of 
speech ? Will you parse the sentences which you have now 
written ? 

RULE VII. 

The infinitive mode may follow verb 3, participles, adjec- 
tives, nouns and pronouns. 

1 The eagle was so high as not to be seen.' By this example 
we see that the infinitive mode may follow the conjunction ' as.' 

1 He desired no more than to know his imperfections.' Here, to 
know,' follows' than.' Hence ice derise the folloicing : 

RULE VIII. 

The infinitive mode may follow than or as. 

RULE IX. 

Verbs that follow bid, dare, let, see, need, make hear, 
feel, and some others, are in the infinitive mode without the 
sign to. 

Examples to he corrected. 

It is better to live on a little than outlive a great deal. 

You ought not walk too hastily. 

I wish him not wrestle with his happiness. 

You need not to solicit him. 

I dare not to proceed so hastil} r . 

I have seen some young persons to conduct themselves very dis- 
creetly. 

I saw it to move. He dares not to read. I let him to go. We 
saw them to walk. I feel it to move. I heard him to speak. 

1 I found him better than I expected to find him.' This is man- 
ifestly better than to say c expected to have found him.' 

1 It is long since I commanded him to do it.' ' To have done 
it,' would be alike inconsistent with good sense, and good gram- 
mar. Expected, commanded, &c. are verbs expressive of hope, 
command, &c. Henctwc derive the following 

RULE X. 

Verbs expressive of hope, desire, intention, or command, 
are invariably followed by the present of the infinitive. 



2S6 INTELLECTUAL AND 

Note. Other verbs will of course depend on their difference ifi 
times, thus, when an infinitive is used to express time that passed 
prior to that of the verb before it, the perfect tense i3 to be used ; m 
other cases, the present. 

Examples to he corrected. 

When you went, I expected to have written. 
"When I passed your house, I intended to have called. 
I always intended to have rewarded him according to his merit. 
We have done no more than it was our duty to have done. 
From the little conversation I had with him, he appeared to 
have been, a man of letters. 

EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you write six sentences, in which the infinitive mode 
follows verbs ? Six, in which ihe infinitive follows participles? 
►Six, in some of which the infinitive shall follow adjectives, and 
in some shall follow pronouns? Six violations of Rule IX? Six, of 
ItuleX? Will you correct the last twelve examples which you 
have written ? Will you write three proper examples under Rule 
VIII ? Will you parse the sentences which you have now com- 
posed ? 

RULE XI. 

The infinitive mode or part of a sentence, and oftentimes a 
whole sentence, may be used as a nominative case, and may 
have an adjective belonging to it. 

RULE XII. 

The infinitive mode when used as the nominative case, re- 
quires the verb to be oi the third person singular. 

RULE XIII. 

The infinitive mode is often made absolute, that is, used 
independently of the rest of the sentence. 

Examples to be corrected. 
To see the sun are pleasant. That he had always acted hon- 

To practice virtue are praise- estly was a great consolation, 
worthy. 

To do unto all men, as w v e would that they, in similar circum- 
stances should do unto us, constitute the great principle of virtue. 

From a fear of the world's censure, to be ashamed of the prac- 
tice of precepts, which the heart approves and embraces, mark a 
feeble and imperfect character. 

The erroneous opinious which we form concerning happioes* 
and misery, gives rise to all the mistaken and dangerous passions 
that embroils our life. 



PRACTICAL GRAMMAR. 237 

To live soberly, righteously, and piously, are required of ail 
men. 

That it is our duty to promote the purity of our minds and bo- 
dies, to be just and kind to our fellow creatures, and to be pious 
and faithful to Him that made us, admit not of any doubt in a 
rational and well informed mind. 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you write down six proper examples under Rule XII ? 
Six, under Rule XIII ? Six, under Rule XI ? Six, each having a 
passive verb in a different mode or tense? Will you write the 
same meaning by giving the verbs an active form ? Will you 
write six sentences, having the verb - to be,' in a different mode 
or tense in each ? Write sentences enough to contain all the varia- 
tions of the verb - to be,' in every mode and tense? 

W T ill you parse what you have now written ? 



It is of the nature of both the articles to determine or limit 
the thing spoken of. A determines it to be one single thing of 
the kind, leaving it still uncertain which : the determines which 
it is, or of many, which the}* are. 

The following passage will serve as an example of the different 
uses of a and the, and of the force of the substantive without 
any article. - Man was made for society, and ought to extend his 
good will to all men : but a man will naturally entertain a more 
particular kindness for the men, with whom he has the most fre- 
quent intercourse ; and enter into a still closer union with the 
man whose temper and disposition suit best with his own.' 

As the articles are sometimes misapplied, it may be of some 
use to exhibit a few instances : - And I persecuted this way unto 
the death.' The apostle does not mean any particular sort of 
death, but death in general : — the definite article therefore is 
improperly used : it ought to be " unto death," without any 
article. 

" When he, the Spirit of Truth, is come, he will guide you into 
all truth;" that is, according to this translation, " into all truth 
whatsoever, into truth of all kinds;" very different from the 
meaning of the evangelist, and from the original, "into all the 
truth ;" that is,', " into all evangelical truth, all truth necessary for 
you to know." 

- Who breaks a butterfly upon a wheel ?' it ought to be, the 
wheel,' used as an instrument for the particular purpose of tortur- 
ing criminals. - The Almighty hath given reason to a man to be 
a light unto him :' it should rather be, - to man,'' in general. — 
- This day is salvation come to this house, forasmuch as he also 
is the son of Abraham :' it ought to be, - a son of Abraham.' 

These remarks may serve to show the great importance of the 
proper use of the article, and the excellence of the English lan- 
guage in this respect ; which, by means of its two articles, does 
most precisely determine the extent of signification of common 
names. 

Note. A nice distinction of the sense is sometimes made by the 



238 INTELLECTUAL AND 

use or omission of the article a. If I say, l He behaves with a little 
reverence,' my meaning is positive. If I say, ' He behaved with 
little reverence,' my meaning is negative. And these two are by 
no means the same, or to be used in the same cases. By the for- 
mer, I rather praise a person ; by the latter, I dispraise him. For 
the sake of this distinction, which is a very useful one, we may 
better bear the seeming impropriety of the article a before nouns 
of number. When I say, 'There were few men with him;' I 
speak diminutively, and mean to represent them as inconsidera- 
ble : whereas, when I say; ' There were a few men with him;' 
I evidently intend to make the most of them. 

In general, it may be sufficient to prefix the article to the for- 
mer, of two words in the same construction ; though the French 
never fail to repeat it in this case. 

1 There were many hours, both of the night and day, which he 
could spend, without suspicion, in solitary thought.' It might 
have been ' of the night and of the day.' And, for the sake of 
emphasis, we often repeat the article in a series of epithets. 'He 
hoped that this title would secure him an ample and an indepen- 
dent authority.' 

In common conversation, and in familiar style, we frequently 
emit the articles, which might be inserted with propriety in writing, 
especially in a grave style. ' At worst, time might be gained by 
this expedient.' ' At the worst,' would have been better in this 
place. ' Give me here John Baptist's head.' There would have 
been more dignity in saying, i iohn the Baptist's head :' or, ' The 
head of John the Baptist.' 

From these remarks we derive the following : 

RULE XIV. 

The articles are often properly omitted ; when used, their 
meaning should be carefully regarded. 
RULE xv. 

The indefinite article a or an, belongs to a noun in the 
singular number only. 

RULE XVI. 

The definite article the, belongs to nouns of the singular 
or plural number. 

Examples to he corrected. 

The fire, the air, the earth and the water, are four elements for 
the philosophers. 

Reason was given to a man to control his passions. 

A man is the noblest work of the creation. 

Wisest and best men sometimes commit errors. 

He is a much better writer than a reader. 

The king has conferred on him the title of a duke. 

There are some evils of life which equally affect prince andped- 
ple. 



PliACTlCAL GRAMMAR. 239 

We are placed here under a trial of our virtue. 

The virtues like his are not easily acquired. 

The profligate man is seldom or never found to be the good hus- 
band, the good father, or-the beneficent neighbour. 

True charity is not the meteor, which occasionally glares; but 
the luminary, which dispenses benignant influence. 

So bold a breaeh of order called for little severity. 

As his misfortunes were the fruit of his own obstinacy, a few 
persons pitied him. 

There were so many circumstances, attending his conduct, par- 
ticularly his open confession, that he found few friends. 

The fear of shame, and desire of approbation, prevent many bad 
actions. 

In this business, he was influenced by a just and generous princi- 
ple. 

At worst, I could but incur a gentle reprimand. 

At best, his gift was but a poor offering. 

RULE XVII. 

Adjectives belong to nouns. 

rule xvin. 
The adjective pronouns, this and that, belong to nouns 
of the singular number ; these and those, and all others, 
implying more than one, belong to nouns of the plural num- 
ber. 

Examples to he corrected. 

He will not come this two hours. 
I have loved her this four years. 

I like this houses. I do not like that horses. I have known 
him this six years. I do not like those kind of trifles. I never 
read those sort of books. Listen to no dictates but that of truth. 
I bought this scissors, and that tongs, and that snuffers. Where is 
those horse ? Who owns those book. I want another knives. 
I do not like these kind of indulgences. They disliked those 
sort of favors. If there should be other opportunity. I must 
have another books before I can learn. 

Each kinds of goods will be sold. You have been playing this 
two hours. He found two horses, and he stole them all. You 
have three knives, and I want them both. The chasm was twen- 
ty foot broad. I have two canes, and you may have any of them. 
The mean is suited to the end. By this mean he became poor. — 
Industry is the mean of obtaining competency. 

RULE XIX. 

The personal pronoun them, should not be used instead of 
these or THOSE. 



m 



240 INTELLECTUAL AND 

Examples to le corrected. 

Bring me them scissors. 

I cannot give any credit to them stories. 

I want them books. Do you know them young ladies ? Who 
owns them horses? Observe them three persons. What is the 
price of them handkerchiefs ? Them are one dollar. I wish to 
see them fenivas. Where is them boys ? 

RULE xx. 

Double comparatives and superlatives should be avoided. 

Examples to oe corrected. 

He is the most happiest man. The thing would appear more 
fairer. She is the more of the two. He is more wiser 

than they. He is the most crudest man I ever saw. Cicero was 
one of the most eloquentest men that ever lived. We are more hap- 
pier than they. One star appears more brighter than another, it 
was the most besi action I ever heard of. 

RULE XXI. 

Adjectives that have in themselves a superlative significa- 
tion do not admit the forms of comparison. 

Examples to be corrected. 

Virtue confers the most supreme dignity on man ; and should 
be his chiefest desire. After the most straightest sect of our reli- 
gion, I lived a Pharisee. His work is perfect; his brother's more 
perfect; and his father's the most perfect of all. The most per- 
fect man does not always right, although he may act righter 
than others. The French language is more universally spoken 
than the English. That is become the most universal. 

RULE XXII. 

When a comparison is made between two things only., the 
comparative degree should be used, but when between two or 
more things, the superlative should be used. 
Examples to be corrected. 

Thomas is the best scholar of In performing subtraction, the 

the two. least number must be placed 

Stephen is the best linguist of uuder the greatest. 

the two. William and Thomas ran a race, 

Of the houses which were sold, but which ran the fastest of 

which was the best ? the two ? 

William, and Mary, and Tho- Which has the greatest number 

mas, are three good scholars, of inhabitants, France or Eng- 

but which is the better ? land ? 



PRACTICAL GRAMMAR. 241 

RULE XXIII. 

The pronoun, what, should never be used instead of the 

relatives, who, which, or that, or the conjunction that. 

Examples to be corrected. 

I am the boy what you wanted. Thomas knew not but what he 

James learns no lesson what is might stay from school when 

given him. he pleased. 
Stephen could not be persua- He knew not but what his fa- 
ded but wHat he must leave. ther was in the house. 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will vou write six sentences being proper examples under 
Rule XVlf ? Six, under Rule XVIII ? Six under Rule XIX ? 
Six,.under Rule XX ? Six, under Rule XXI ? Six. under Rule 
XXII ? Six, under Rule XXIII ? Two sentences, each having 
a neuter verb ? Two, each having a defective verb ? Two, each 
having a neuter passive verb ? 

Will you parse the sentences which you have written ? 
R.ULE xxiv. 

Adverbs qualify verbs, participles, adjectives, and other 
adverbs. 

rule xxv. 

Adverbs should generally be placed before adjectives, after 
verbs active or neuter, and frequently between the auxiliary 
and the verb. 

RULE XXVI. 

An adjective should not be used for an adverb, nor an ad- 
verb for an adjective. 

1 Exceedingly lovely.' This does not sound so well as f ex- 
ceeding lovely.' Hence, when the adjective to which the adverb 
is joined ends in ly the termination of the adverb when similar, 
is dropped, as ' exceeding,' for' exceedingly.' 

Examples to be corrected. 

He is an exceeding honest man. They are extreme unwilling. 
It was exceeding well written. It is current reported. The 
house is bad constructed. He was extreme careful. It was very 
proper spoken. It is excellent well written. 

I hope for a soon and fortunate escape. His health is indiffer- 
ently. His conduct was not agreeably to his friends. 

The soonest way is not always the best way. 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you write six proper examples under Rule XXIV 1 — 
21 



242 



INTELLECTUAL AND 



Six. under Rule XXV ? Six, each having a preposition ? Six, 
each having an active participle ? 
Will you parse what you have now composed ? 

RULE XXVII. 

Two negatives destroy one another, or are equivalent to an 
affirmative, therefore, but one should be used in a negative 
sentence. 

Examples to le corrected. 

I cannot, by no means, allow it. He will not, by no means, 
consent. 

There cannotbe nothing more insignificant than vanity. 

Nothing never affected her so much as her child's misconduct. 

Be honest, nor take no shape nor semblance of disguise. 

Do not interrupt me yourselves, nor let no one disturb me. 

We need not, nor do not, confine them to narrow limits. 

I will not write at present, nor at no other time. 

Neither riches nor honors, nor no such perishing goods, can 
satisfy the desires of an immortal spirit. 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you compose three sentences in which there shall be 
two negatives ? Three affirmative sentences, each containing 
two negatives ? Three sentences, each containing but one nega- 
tive ? Will you write six proper examples under Rule I ? Six, 
under Rule II ? Six, under Rule III ? Six, under Rule IV ? 
Will vou parse what you have now written ? 

RULE XXVIII. 

Pronouns must agree with their antecedents, or the nouns 
for which they stand, in gender, number, and person. 

* I am the man who commands you,' or l I am the man who 
command you.' By these examples we see that the relative, 
* who,' may agree with i I' or l man' for its antecedent. Hence 
tee derive the following 

RULE XXIX. 

When the relative is preceded by two nominatives, of dif- 
ferent persons, it may agree with either according to the 
sense. 

c I am the Lord that make all things, that stretch forth the 
heavens above,' or, ' I am the Lord that maketh all things, that 
stretcheth forth the heavens above.' 

By these examples we learn that if we make the relative agree 
with one antecedent, in person, it must continue to agree with 
the same ; hence we derive the following 

rule xxx. 
When it has been determined that the relative shall agree 



PRACTICAL GRAMMAR. 243 

with a certain antecedent, that agreement must be preserved 
throughout the sentence. 

* The woman who came here last week, and who has been 
sick, went away this morning.' 

If we should say l the woman that came,' &c. and * who has 
been sick,' or 'The woman who came,' and ' that has been sick,' 
it would be obviously contrary to good usage ; hence we derive the 
following 

RULE XXXI. 

When several relatives refer to the same antecedent, they 
must not be changed. 

RULE XXXII. 

The relative that, should be used instead of who or which, 

1. To avoid a repetition of c who' or ' which/ when they 
refer to different antecedents. 

2. When both persons and things are antecedents. 

3. After the adjective ■ same.' 

4. After the superlative degree. 

5. After the relative ' who.' 

6. When little children are the subjects of discourse, we can 
use c which 5 or f that.' 

7. When the name of a person is used merely as a name, 

and does not refer to the person. 

' You have been quite sick and I knew nothing of it.' 
Here it is apparent that 'it' refers to the fact of his being sick, 
consequently we have the following 

RULE XXXIII. 

The neuter pronoun, it, frequently refers to a whole sen- 
tence, or something understood. 

* Each man loves his own.' ' Neither of the apples was ripe.' 
In these examples, you perceive that ' each,' and i neither,' require 
singular verbs, nouns, &c. Hence for such pronouns ice hart 
the following 

RULE XXXIV. 

The adjective pronouns each, every, either, neither, 

must have verbs and adjectives agreeing with them in the 

singular number. 

1 Every hundred years constitutes a century.' Here, the verb 
* constitutes,' is singular, notwithstanding its nominative ' years, 
is plural, because it includes the idea of one whole; c&nte- 
qutntly we have this 



244 INTELLECTUAL AND 

RULE XXXV 

The pronoun, every, may agree with a plural noun, having 
a collective idea, in which case the noun may take a verb sin- 
gular. 

RULE XXXVI e 

In speaking of persons or things, this and these refer 
to the latter or last mentioned \ that and those to the for- 
mer or first mentioned. 

* On which side soever 1 turn my each eyes.' ' On whichsoever 
aide,' fyc. In these expressions, you can at once discover a want 
of ease and elegance in the latter, which the former possesses. In 
the one case, the compound word i whichsoever' is divided ; in the 
other it is not. Hence we derive the following 

RULE XXXVII. 

Whichsoever, whosoever, whatsoever, and the like, 
are sometimes elegantly divided. 

Examples to he corrected. 

They which seek wisdom will certainly find him. My book fell 
into the fire, and she was burnt. I saw but one bird and I shot 
him. That house is yours, and he is well built. I have lost my 
cane, will you find him for me Here she is. This pen is bad, 
she must be mended. That is a beautiful woman, he has fine 
black eyes. Take this knife, and give her to thy brother. 

The man which exalts himself, will certainly be abased. , 

I do not think that any one should incur censure for being tender 
of their reputation. Let each esteem others better than them- 
selves. Every one ought to have their freedom. 

Each of them, in their turn, receive the benefits to which they 
are entitled. Every men and every woman were numbered. 

Every person, whatever be their station, are bound by the duties 
of morality and religion. 

Neither of those women seem to have any idea that their opin- 
ions may be ill-founded. 

I do not think that either of those boys know themselves to be 
in danger. 

Thy memory is good, but you do not exercise it. 

Dost not thou perceive that all will be yours ? 

Your father knows thy perverseness. 

We are dependent on each others' assistance. Whom is there 
that can subsist by himself? 

I have bought two hats, will you have any of them ? Yes, I will 
have them all. Here are three canes, and you may have them 
both. Either of them are good. Neither of them are bad. Much 
people were in that places. Every one of them look well to 
themselves. Each of them are careful for nothing, but themselves. 

Who do you see ? Who did you come with , ? He is the man who 
I saw yesterday. The lady who you went to see, is in the coun- 



PRACTICAL GRAMMAR. 245 

try\ This is the man who you have fed and clothed, and to which 
you have lent so much money. He who you hate so bitterly, is 
your friend. Who did you hear preach ? Who do you speak to ? 
Who is she married to ? Does that boy know who he speaks to? 
Who did he wait on to the assembly ? Who do you live with ? 
Whosoever you please to send, I will receive. 
Consider what thou art about to do, before you begin your work; 
lest thou labor in vain, and the fruit of your endeavors turn to 
no end. Weigh thy strength and thy design, lest you faint 
under your burden, and fall short of the recompense of your toil. 
^Commend not thyself with thy lips; but let your own actionsspeak 
in your behalf. 

fie instructed and fed the crowds who surrounded him. 
Sidney was one of the wisest and most active governors, which 
Ireland had enjoyed for several years. 

He was the ablest minister which James ever possessed. 
The court, who gives currency to manners, ought to be exem- 
plary. 

I am happy in the friend which I have long proved. 
The child whom we have just seen, is wholesomely fed, and not 
injured by bandages or clothing. 

He is like a beast of prey, who destroys without pity. 
Having once disgusted him, he could never regain the favour of 
Nero, who was indeed another name for cruelty. 

Flattery, whose nature is to deceive and betray, should be 
avoided as the poisonous adder. 
Who of those men came to his assistance ? 

We are dependent on each other's assistance : whom is there 
that can subsist by himself? 

If he will not hear his friend, whom shall be sent to admonish 
him ? 
They, who much is given to; will have much to answer for. 
It is not to be expected that they, whom in early life, have been 
dark and deceitful, should afterwards become fair and ingenuous. 
They who have labored to make us wise and good, 3 are the 
persons who we ought to love and respect, and who we ought t« 
be grateful to. 

The persons, who conscience and virtue support, may smile at 
the caprices of fortune. 

From the character of those who you associate with, your own 
will be estimated. 

That is the student who I gave the book to, and whom, I am 
persuaded, deserves it. 

Of whom were the articles bought? Of amercer; he who re- 
sides near the mansion house. 

Was any person besides the mercer present 1 Yes, both him and 
his clerk. 

Who was the money paid to ? To the mercer and his clerk. 
Who counted it ? Both the clerk and him. 

I acknowledge that I am the teacher, who adopt that sentiment, 
and maintains the propriety of such measures. 
21* 



246 INTELLECTUAL AKfc 

Thou art a friend that has often relieved me, and that has not 
deserted me now in the time of peculiar need. 

I am the man who approves of wholesome discipline, and who 
recommend it to others *, but I am not a person who promotes 
useless severity, or who object to mild and generous treatment. 

I perceive that thou art a pupil, who possesses bright parts, but 
who has cultivated them but little. 

Thou art he who breathest on the earth with the breath of 
spring, and who covereth it with verdure and beauty. 

I am the Lord thy God, who teacheth thee to profit, and who 
lead thee by the way thou shouldst go. 

Thou art the Lord who did choose Abraham, and broughtest 
him forth out of Ur of the Chaldees. 

EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you write four pioper examples under Rule XXIX ? 
Four, under Rule XXX ? Four, under Rule XXXI ? Four, un- 
der Rule XXXII ? Four, under Rule XXXIII ? Four, under 
Rule XXXIV ? Four, under Rule XXXV ? Four, under Rule 
XXXVI ? Four, under Rule XXXVII ? Four, under Rule V ? 
Four, under Rule VI ? Four, under Rule VII ? Four, under 
Rule IX? Will you write a sentence containing the nine parts of 
speech ? Will you parse the sentences which you have now writ- 
ten ? 

Note. l Joseph dreamed a dream.' To dream you know is 
generally considered a neuter verb, but what did Joseph dream ? 
Arts. A dream. In this case, then, you see that 'dream' is really 
active. The rule generally adopted by grammarians in such cases 
is, " Neuter verbs govern nouns of a signification similar to their 
own." But if the pupil is taught as he should be, he will make the 
sense his only guide in determining to what class each word be- 
longs. Consequently, when a verb has an active meaning, he will 
pronounce it active, and the reverse. A distinction like that made 
above, concerning verbs, will therefore be wholly unnecessary. 

RULE XXXVIII. 

The objective case is governed by active verbs. 

1 I have got a book.' ' I have got to go.' These expressions 
are evidently improper. They should read thus : ( I have a 
book.' ' I must go,' or ' I am obliged to go.' The incorrectness, 
as you have doubtless observed, consists in adding i got' to ' have,' 
and in using l have got,' for ' must' or l am obliged.' Hente we de- 
rive the following ; 

RULE xxxix. 

The word got should not be added to c have,' (meaning 

to possess,) nor used with have instead of ' must/ or f am 

OBLIGED.' 

RULE XL. 

Any verb may have the same case after it as before it, when 
both nouns mean or refer to the same person or thing;. 



PRACTICAL GRAMMAR. 247 

RULE XLI. 

Active verbs of asking, teaching, and some others, are fol- 
lowed by two objective cases. 

Examples to be corrected. 

They who opulence has made proud, and who luxury has cor- 
rupted, cannot relish the simple pleasures of nature. 

You have reason to dread his wrath, which one day will destroy 
ye both. 

Who have I reason to love so much as this friend of my youth ? 

Ye, who were dead, hath he quickened. 

Who did they entertain so freely ? 

The man who he raised from obscurity, is dead. 

Ye only have I known of all the families of the earth. 

He and they we know, but who are you ? 

She that is idle and mischievous, reprove sharply. 

Who did they send to him on so important an errand? 

That is the friend who you must receive cordially, and who you 
cannot esteem too highly. 

He invited my brother and I to see and examine his library. 

We should fear and obey the author of our being, even He who 
has power to reward or punish us forever. 

They who he had most injured, he had the greatest reason to 
love. 

Whatever others do, let thou and I act wisely. 

Let them and we unite to oppose this growing evil. 

I shall see she. When did you hear they ? I must not tell thou. 
Ye have I chosen. We, your friends, ye ought to remember. He 
that is idle, reprove thou sharply. He and they we know, but 
who art thou ? He that committed the offence thou shouldst pun- 
ish, and not I who am innocent. They fear thou, but love we. 
Whatever others do, let thou and I perform our duty. I have got 
my lesson. Is this your pen ? No, I have got mine. I have got 
to go to the wharf, and to get some wood. I have got to go to the 
store, and to get some corn. I have got to go to town to-day. 
What have you got to get, after you get there ? Whose book is 
that which you have got ? 

EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you write down six proper examples under Rule 
XXXVII? Six, under Rule XXXVIII? Six, under Rule XXXIX1 
Six, under Rule XL? Six, under Rule XLI ? Six, under Rule 
XVI ? Six, under Rule XVII ? Six, under Rule XVIII ? Six, uu- 
der Rule XIX ? Six, under Rule XX 1 Six, each having a posses- 
sive case of a noun or pronoun ? Six, each having an interjection ? 

Will you parse what you have now written ? 

RULE XLII. 

The objective case may be governed by preposition!, 



248 INTELLECTUAL ANO 

* We were near him/ l It looks like him,' ' It is worthy the at- 
tention;' that is, * We were near to him,' * It looks like unto him,* 
{ It is worthy of the attention.' In the first examples, we see that 
the objective case is governed by prepositions understood ; also 
that it is more elegant to omit them. Hence we derive the follow- 
ing 

RULE XLIII. 

The objective case, after the verbs like and unlike, is 

governed by the prepositions to or unto, and after worthy, 

by the preposition op. 

1 He went a hunting,' that is, on a hunting.' Here a participial 
noun is governed by the preposition on understood. As such 
examples frequently occur, we have the following 
RULE XLIV. 

Participial nouns may be governed by the preposition on, 

understood. 

' I saw him go past yesterday.' This should be, ' I saw him go 
by,' or, ' I saw him pass,' or, ' I saw him pass by,' yesterday. 
Hence for the correct use of by instead of past, we have the 
following 

RULE XLV. 

The word past should not be used in the sense of by. 

Examples to be corrected. 

I will send by he. He spoke to thou. I am the next after he. 
You prefer them to he. I hope you are not displeased with we. A 
fool is not long consistent with himself. They took blame to 
theirselves. I shall wait on ye to the park. I rejoice with thou. 
1 saw him go past our house. He went past an hour ago. 

We are all accountable creatures, each for theirselves. 

They willingly, and of theirselves, endeavored to make up the 
difference. 

He laid the suspicion upon somebody, I knew not who, in the 
company. 

I hope it is'not I who he is displeased with. 

To poor we there is not much hope remaining. 

Does that boy know who he speaks to ? Who does he offer such 
language to ? 

It was not he that they were so angry with. 

What concord can subsist between those who commit crimes, 
and they who abhor them ? 

The person who I travelled with, has sold the horse which he 
rode on during our journey. 

It is not I he is engaged with. 

Who did he receive that intelligence from ? 

EXERCISES FOR THE SLATE OR PATER. 

Q. Will you write six proper examples under Rule XLIII? Si*, 



PRACTICAL GRAMMAR. 249 

under Rule XLIV? Two, under Rule XLV ? Six, under Rule XXI? 
Six, under Rule XXII ? Six, under Rule XXIV ? Six, under Rule 
XXV? Sixteen, with a preposition in each ? 
Will you parse what you have now composed ? 

RULE XLVI. 

Participles refer to nouns. 

RULE XLVII. 

The objective case may be governed by active participles. 

RULE XLV1II. 

The objective case may be governed by participial nouns, 

rule xlix. 
The possessive case may be governed by a single participial 
noun, or a compound one. 

' You will oblige me by sending of them,' or ' by the sending 
them.' ' Sending,' you know, is a participial noun, and governed 
by the preposition before it, but does the sense appear to be as 
well expressed, as if written thus ? ' You will oblige me by sending 
them,' or, ' by the sending of them,' either omitting the article 
the, before, and the preposition of, after the word, or else retaining 
both ? Hence we derive the following : 

RULE L. 

The article the before a participial noun, and the prepo- 
sition of after one, should either both be used, or both be 
omitted. 

RULE LI. 

Participles have the same case after them as before them,, 
in like manner as verbs do, from which they are derived. 

RULE LII. 

An auxiliary verb should not be joined with the imperfect 
tense, instead of the perfect participle. 

Examples to be corrected. 

Esteeming theirselves wise, they became fools. 

Suspecting not only ye, but they also, I was studious to a- 
voidall intercourse. 

I could not avoid considering, in some degree, they as ene- 
mies to me; and he as a suspicious friend. 

From having exposed himself too freely in different climates, 
he entirely lost his health. 

By observing of truth, you will command esteem, as well as 
secure peace. 

He prepared them for this event, by the sending to them 
proper information. 



250 INTELLECTUAL AND 

A person may be great or rich by chance ; but cannot be wise 
or good, without the taking pains for it. 

Nothing could have made her so unhappy, as the marrying a. 
man who possessed such principles. 

The changing times and seasons, the removing and setting up 
kings, belong to Providence alone. 

The middle station of life seems to be the most advantageously 
situated for gaining of wisdom. Poverty turns our thoughts too 
much upon the supplying our wants \ and riches upon the enjoy- 
ing our superfluities. 

Pliny, speaking of Cato the Censor's disapproving the Grecian 
orators, expressed himself thus. 

Propriety of pronunciation is the giving to every word that 
sound, which the mobt polite usage of the language appropriates 
to it. 

The not attending to this rule, is the cause of a very common 
error. 

This was in fact a converting the deposite to his own use. 

Note. — When their or our, precedes the participial noun, they, 
will not, on this account, form an exception to Rule L. 

There will be no danger of their spoiling their faces, or of 
their gaining converts. 

For his avoiding that precipice, he is indebted to his friend's 
care. 

It was from our misunderstanding the directions, that we lost 
our way. 

In tracing of his history, we discover little that is worthy of 
imitation. 

By reading of books written by the best authors, his mind 
became highly improved. 

By too eagerpursuit, he run a great risk of being disappointed. 

He had not long enjoyed repose, before he began to be wea- 
ry of having nothing to do. 

He was greatly heated, and drunk with avidity. 

Though his conduct was, in some respects, exceptionable, yet 
he dared not commit so great an oifencee, as that which was 
proposed to him. 

A second deluge learning thus o'er-run ; 

And the monks finished what the Goths begun. 

If some events had not fell out very unexpectedly, I should 
have been present. 

He would have went with us, had he been invited. 

He returned the goods which he had stole, and made all the 
reparation in his power. 

They have chose the part of honor and virtue. 

His vices have weakened his mind and broke his health. 

He had mistook his true interest, and found himself forsook 
by his former adherents. 

The bread that has been eat is soon forgot. 



PRACTICAL GRAMMAR, 251 

No contentions have arose amongst them since their recon- 
ciliation. 

The cloth had no seam, but was wove throughout. 

The French language is spoke in every state in Europe. 

His resolution was too strong to be shook by slight opposi- 
tion. 

He was not much restrained afterwards, having took impro- 
per liberties at first. 

He has not yet wore off the rough manners, which he brought 
with him. 

You who have forsook your friends, are entitled to no con- 
fidence. 

They who have bore a part in the labor, shall share the re- 
wards. 

When the rules have been wantonly broke, there can be no 
plea for favor. 

He writes as the best authors would have wrote, had they 
writ on the same subject. 

He heapt up great riches, but past his time miserably. 

He talkt and stampt with such vehemence, that he "was sus- 
pected to be insane. 

It being her who was implicated, we did not proceed to extremi- 
ties. 

Did you hear of the President passing through New-York ? 

We heard of the fleet sailing up the Channel. 

Did you hear of my horse running to-day ? 

I heard of a sick man going to church yesterday. 

Intelligence has just been received, of a great battle having been 
fought in Portugal. 

EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you write down six proper examples under Rule XLVI ? 
Six, under Rule XLVII ? Six, under Rule XLVIII ? Six, under 
Rule XLIX ? Six, under Rule L ? Six, under Rule LI ? Six, under 
RuleLlI? Six, under Rule LIU ? Six, under Rule XXVI? Six, 
under Rule XXVI1 1 Six, under Rule XXVIII ? Six, under Rule 
XXIX ? Six, under Rule XXX ? Six, each having an interjection? 
Six, each having a subjunctive mode, in different tenses ? Four, 
in the potential mode, but in different tenses ? The same four in- 
terrogatively ? 

Will you parse what you have now written? 

RULE LIII. 

The possessive case of nouns or pronouns is governed by 
the noun following it, which is the name of the thing pos- 
sessed. 

RULE LIT. 

The possessive case should always be distinguished by a» 
apostrophe. 



252 INTELLECTUAL AND 

RULE LV. 

When nouns end in es or ss, the apostrophe alone is ad- 
ded, without an additional s. 

i He is at the President's,' that is, 4 President's house.' This is 
a customary mode of speaking, when the name of the thing pos- 
sessed is obvious. Hence we have the following 

RULE I.VI. 

When the name of the thing possessed is obvious, it is 

omitted. 

6 Paul, the Apostle's advice.' In such examples as this, in 
which the name possessed, is described by two or more nouns, it 
is customary to annex the sign of the possessive only to the last. 
Hence we derive the following 

RULE LVII. 

When the name possessed is described by two or more 

foregoing nouns, the sign of the possessive case, is annexed 

only to the last. 

Examples to be corrected. 

My ancestors virtue is not mine. 

His brothers offence will not condemn him. 

I will not destroy the city for ten sake. 

Nevertheless, Asa his heart was perfect with the Lord. 

A mothers tenderness and a fathers care are natures gifts' for 
mans advantage. 

A mans manner's frequently influence his fortune. 

Wisdoms precepts' form the good mans interest and happiness. 

And he cast himself down at Jesus feet. 

Moses rod was turned into a serpent. 

For Herodias sake, his brother Phillips wife. 

If ye suffer for righteousness's sake, happy are ye. 

Ye should be subject for conscience's sake. 

What can be the cause of the parliament neglecting so impor- 
tant a business ? 

Much depends on this rule being observed. 

The time of William making the experiment at length arrived. 

It is very probable that this assembly was called to clear some 
doubt which the king had, about the lawfulness of the Holland- 
ers their throwing off the monarchy of Spain, and their withdraw- 
ing entirely their allegiance to that crown. 

If we alter the situation of any of the words, we shall present- 
ly be sensible of the melody suffering. 

Such will ever be the effect of youth associating with vicious 
companions. 

EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you write six sentences, each having a proper exam- 
ple under Rule LIV? Six, under Rule LV? Six, under Rule 



PRACTICAL GRAMMAR. 253 

LVI ? Six, under Rule LVH ? Six, under Rule LVIII ? Six, 
under Rule XXXI? Six. under Rule XXXII? Six, under Rule 
XXXIII? Six, under Rule XXXIV? Six, under Rule XXXV? 
Will you parse what you have now composed ? 

RULE LVIII. 

Conjunctions connect verbs, nouns and pronouns of the 
same cases, adjectives with adjectives, adverbs with adverbs, 
also different members of the same sentence. 

1 Thomas, and John, and William, and Harry, will accompany 
him.' By omitting all these conjunctions, but the last, you 
must be sensible that the sense is much better expressed. Be- 
sides, it is not customary to insert the conjunction between 
several words under the same government, except when we wish 
to render a sentence emphatical, as i James, and John, and 
Thomas, must all be punished.' Hence we have the following 

RULE LIX. 

When there are more than two words connected, the con- 
junction is omitted except before the last. 

RULE LX. 

When we wish to render a sentence emphatical, the con- 
junction is not omitted. 

* I do see and hear him,' not ' do see and do hear him,' un- 
less to add force or emphasis: consequently we have the follow- 
ing 

RULE LXI. 

When two compound tenses are connected by a conjunc- 
tion, the auxiliary is generally omitted before the latter verb. 

1 William desires to learn and study,' not ' to study.' ' He 
appears to have read and studied,' not ' to have studied.' From 
these examples tee derive the following 

RULE LXII. 

When two verbs in the infinitive mode, are connected by a 
conjunction, the signs to and to have are omitted before the 
latter verb. 

t William has read to me often, and he will read to me again.' 
In this sentence because the latter verbis in a different tense, its 
nominative is not omitted. From this example we derive the fol- 
lowing 

RULE LXIII. 

When two verbs, of different tenses, are connected, the 
nominative case should be repeated. 
22 




254 



INTELLECTUAL A#0 



Examples to be corrected. 

I will say it between you and I. You will wait on him and 
she to the play. Don't you recollect that he spoke to yon and 
I about the affair, and requested you and I not to mention it. 
He came with me and thou. He will write by you or she. He 
promised them and we. Will you permit Ralph and I to see the 
letter ? She and him and I will read alternately. The affair is 
to be settled between you and they. Please to let Samuel and I 
read ? May Peter and William and I go out ? 

My brother and him are very attentive to their studies. 
You and us enjoy many privileges. 
She and him are very unhappily connected. 
Between him and I there is some disparity of years, but none 
between him and she. 

Did he not tell thee his fault, and entreated thee to forgive 
him ? 

If he understand the subject, and attends to it industriously, he 
can scarcely fail of success. 

If a man have an hundred sheep, and one of them is gone 
astray, doth he not leave the ninety and nine, and goeth into 
the mountains, and seeketh that which is gone astray? 

I saw the work, and have been much pleased with it. I had 
been acquainted with him, and have been pleased with him. He 
does drink, and spends his time idly. He wrote well and did 
speak eloquently. He desired to hear and to have seen. He was 
to have been admonished, and to have a slight punishment. Seeing 
the performance, and having been much gratified, he remained 
there along time. 

His courage and fidelity and activity entitled him to command. 
He can read and can write. I might have seen and might have 
known it. He loves to read and to write and to cipher. 

We have met with many disappointments, and shall probably 
meet with many more. 

Rank may confer influence, but will not necessarily produce 
virtue. 
He does not want courage, but is defective in sensibility. 
These people have indeed acquired great riches, but do not 
command esteem. 

He might have been happy, and is now convinced of it. 
Learning strengthens the mind ; and, if properly applied, will 
improve our morals. 

EXERCISES FOR THE SLATE OR PAPER. 

Q,. Will you write six proper examples under Rule LIX? Six, 
under Rule LX ? Six, under RuleLXI ? Six, under Rule LXII ? 
Six, under Rule LXIII ? Six, under Rule LX ? Six, under 
Rule XXXVI ? Six, under Rule XXXVII ? One, under each 
of the following Rules, viz : XXXVIII, XXXIX, XL, XLI, 
XLII, XLIII, XLIV, XLV, XL VI, XL VII, XLVIII, XLIX, L ? 
Six, each having a possessive case, and the governing noun an 
object of an active verb, in the indicative mode, each in a differ- 
ent tense ? 



PRACTICAL GRAMMAR. 255 

Will you parse what you have now composed ? 

RULE LXIV. 

The subjunctive form of the verb, should be used only af- 
ter, or without conjunctions, when the idea oi doubt, and fu- 
ture time are both implied. 

i Alfred than whom a greater king, never reigned.' 
1 Beelzebub, than whom, Eaton excepted, none higher sat.' In 
these examples the relative ' whom' must be governed by than, if 
it is governed at all ; but l than,' you know, is a conjunction. It 
is somewhat remarkable that in such instances, if the personal pro- 
noun were used, it would be the nominative case, thus ; ' A great- 
er king never reigned than he,' that is, ' than he was.' Hence 
we derive the following 

RULE LXV. 

The conjunction than is sometimes placed before an ob- 
jective case, followed by an adjective of the comparative de- 
gree. 

RULE LXVI. 

The conjunction as placed after such or many is some- 
times used as a relative pronoun. 

Examples to be corrected. 

If he acquires riches, they will corrupt hismind, and be useless 
to others. 

Though he urges me yet more earnestly, I shall not comply, 
unless he advances more forcible reasons. 

I shall walk in the fields to-day, unless it rains. 

As the governess were present, the children behaved properly. 

She disapproved the measure, because it w T ere improper. 

Though he be high, he hath respect to the lowly. 

Though he were her friend, he did not attempt to justify her 
conduct. 

Whether he improve or not. I cannot determine. 

Though the fact be extraordinary, it certainly did happen. 

Remember what thou wert, and be humble. 

O ! that his heart was tender, and susceptible of the woes of 
others. 

Shall then this verse to future age pretend, 
Thou wert my guide, philosopher, and friend ? 
Despise not any condition, lest it happens to be your own. 
Let him that is sanguine, take heed lest he miscarries. 
Take care that thou breakest not any of the established rules. 
If he does but intimate his desire, it will be sufficient to pro- 
duce obedience. 

At the time of his return, if he is but expert in the business, he 
will find employment. 



m 



256 INTELLECTUAL AND 

■i! 

If he do but speak to display his abilities, he iff unworthy of 
attention. 

If he be but in health, I am content. 

If he does promise, he will certainly perform. 

Though he do praise her, it is only for her beauty. 

If thou dost not forgive, perhaps thou wilt not be forgiven. 

If thou do sincerely believe the truths of religion, act accord- 
ingly- 

His confused behavior made it reasonable to suppose that he 
were guilty. 

He is so conscious of deserving the rebuke, that he dare not 
make any reply. 

His apology was so plausible, that many befriended him, and 
thought he were innocent. 

If one man prefer a life of industry, it is because he has an idea 
of comfort in wealth ; if another prefers a life of gaiety, it is from 
a like idea concerning pleasure. 

No one engages in that business, unless he aim at reputation, or 
hopes for some singular advantage. 

Though the design be laudable, and is favorable to our inter- 
est, it will involve much anxiety and labor. 

Unless he learns faster, he will be no scholar. 

Though he falls, he shall not be utterly cast down. 

On condition that he comes, I will consent to stay. 

However that affair terminates, my conduct will be unimpeach- 
able. 

If virtue rewards us not so soon as we desire, the payment will 
be made with interest. 

Till repentance composes his mind, he will be a stranger to 
peace. 

Whether he confesses, or not, the truth will certainly be discov- 
ered. 

If thou censurest uncharitably, thou wilt be entitled to no fa- 
vor. 

Though, at times, the ascent to the temple of virtue, appears 
steep and craggy, be not discouraged. Persevere until thou gain- 
est the summit : there, all is order, beauty, and pleasure. 

If Charlotte desire to gain esteem and love, she does not em- 
ploy the proper means. 

Unless the accountant deceive me, my estate is considerably 
improved. 

Though self-government produce some uneasiness, it is light, 
when compared w T ith the pain of vicious indulgence. 

Whether he think as he speaks, time will discover. 

Though virtue appear severe, she is truly amiable. 

Though success be very doubtful, it is proper that he endeavori 
to succeed. 

If thou have promised, be faithful to thy engagement. 

Though he have proved his right to submission, he is too gen- 
erous to exact it. 

Unless he have improved, he is unfit for the office, 



PRACTICAL GRAMMAR. 257 

If thou had succeeded, perhaps thou wouldst not be the happi- 
er for it. 

Unless thou shall see the propriety of the measure, we 'shall not 
desire thy support. 

Though thou will not acknowledge, thou canst not deny the 
fact. 

If thou gave liberally, thou wilt receive a liberal reward. 

Though thou did injure him, he harbors no resentment. 

It would be well, if the report was only the misrepresentation 
of her enemies. 

Was he ever so great and opulent,this conduct would debase him. 

Was I to enumerate all her virtues, it would look like flattery. 

Though I was perfect, yet would I not presume. 

If thou may share in his labors, be thankful and do it cheerful- 
ly 

Unless thou can fairly support the cause, give it up honorably. 

Though thou might have foreseen the danger, thou wouldst not 
have avoided it. 

If thou could convince him, he would not act accordingly. 

If thou would improve in knowledge, be diligent. 

Unless thou should make a timely retreat, the danger will be 
unavoidable. 

I have labored "and wearied myself, that thou may be at ease. 

He enlarged on those dangers, that thou should avoid them. 

Charles XII, of Sweden, than who a more courageous person 
never lived, appears to have been destitute of the tender sensibil- 
ities of nature. 

Salmus (a more learned man than him has seldom appeared) 
was not happy at the close of his life. 

EXERCISES FOR THE SLATE OR PAPER. 

Q. Will you compose six proper examples under Rule LXV ? 
Six, under Rule LXVI ? Six, under Rule L? Six, having 
a proper noun, different in each? Six, each having the definite 
article properly used? Six, each having the indefinite article 
A, properly used before words beginning with a consonant? 
Six, each having a plural noun? Six, each having a noun of 
the neuter gender ? Six, each having a noun of the second 
person placed independent? Six, each having an adjective 
in the superlative degree? Six, each having a numeral adjective? 
Six, each having an adjective pronoun ? Six, being proper exam- 
ples under Rule LI ? Six, under Rule LII ? Six, under Rule LIII ? 
Six, under Rule LIV ? Will you parse whaty r ou have now com- 
posed ? 

RULE LXVII. 

When two or more nouns come together signifying the 
same tiling, they agree in case. 

RULE LXVIII. 

A noun or pronoun joined with a participle, independent 
22* 



258 INTELLECTUAL AND 

of the rest of the sentence, is the nominative case absolute, 

RULE LXIX. 

Interjections require the objective case of a pronoun of 
the first person, but nominative of the second. 

RULE LXX. 

Nouns signifying time, direction, distance, measure and 
price, are frequently in the objective case, without a pre- 
position. 

Examples to be corrected. 

Solomon was of this mind ; and I have no doubt he made as 
wise and true proverbs, as any body has done since; him only 
excepted, who was a much greater and wiser man than Soloman. 

Him destroy 'd, 

Or won to what may work his utter loss, 
All this will soon follow. 

Whose gay top 
Shall tremble, him descending. 

Ah 1 unhappy thee, who art deaf to the calls of duty and of 
honor. 

Oh ! happy we, surrounded with so many blessings. 

EXERCISES FOE, THE SLATE OR PAPER. 

Q. Will you write down six proper examples under- Rule 
LXVIII? Six under Rule LXIX? Six under LXX? Six each in 
the imperative mode ? Six in the potential mode each in a differ- 
ent tense? Two, each having an infinitive mode and perfect 
tense ? Six, each having the verb, ' to be,' either in a different 
mode or tense ? Six, in the subjunctive mode, passive ? Six, hav- 
ing two, and but two, different parts of speech ? Six, each having 
four different parts of speech ? Six each having five different parts 
of speech? Six, each having six different parts of speech? 
Six, each containing seven different parts of speech 1 Six, each 
containing eight different parts of speech ? Six, each containing 
nine different parts of speech? 

Will you parse what you have now written ? 



CONSTITUTION 

OF 

THE UNITED STATES. 



PROMISCUOUS EXERCISES IN SYNTACTICAL PARSING. 

We, the people of the United States, in order to form a more 
perfect union, establish justice, insure domestic tranquillity, pro- 
vide for the common defence, promote the general welfare, and se- 
cure the blessings of liberty to ourselves and our posterity, do or- 
dain and establish this Constitution for the United States of Amer- 
ica. 

ART. I.— Sec. 1. All legislative powers herein granted, shall 
be vested in a Congress of the United Stales, which shall consist 
of a Senate and House of Representatives. 

Sec 2. The House of Representatives shall be composed of 
members chosen every second year, by tbe people of the several 
States : and the electors in each State shall have the qualifications 
requisite for electors of the most numerous branch of the State 
Legislature. 

No person shall he a Representative who.shall not have attained 
to the age of twenty five years, and been seven years a citizen of the 
United States, and who shall not, when elected, be an inhabitant 
of that State in which he shall be chosen. 

Representatives and direct taxes shall be apportioned among the 
several States, which may be included within this union, according 
to their respective numbers, which shall be determined by adding 
to the whole number of free persons, including those bound to ser- 
vice for a term of years, and excluding Indians not taxed, three 
fifths of all other persons. The actual enumeration shall be made 
within three years after the first meeting of the Congress of the 
United States, and within every subsequent term of ten years, in 
such manner as they shall by law direct. The number of Repre- 
sentatives shall not exceed one for every thirty thousand ; but 
each State shall have at least one Representative ; and until such 
enumeration shall be made, the State of New-Hampshire shall be 
entitled to choose three, Massachusetts eight, Rhode-Island and 
Providence Plantations one, Connecticut five, New- York six, New 
Jersey four, Pennsylvania eight, Delaware one, Maryland si»^ 
Virginia ten, North Carolina five, South Carolina fivo, and Geor- 
gia three. 



£60 INTELLECTUAL AWD 

When vacancies happen in the representation from any State, 
the executive authority thereof shall issue writs of election to fill 
such vacancies. 

The House of Representatives shall choose their Speaker and 
other officers ; and shall have sole power of impeachment. 

Sec . 3. The Senate of the United States shall be composed of 
two Senators from each State, chosen by the Legislature thereof^ 
for six years, and each Senator shall have one vote. 

Immediately after they shall be assembled, in consequence ofthe 
first election, they shall be divided as equally as may be into three 
classes. The seats ofthe Senators of the first class shall be va- 
cated at the expiration ofthe second year; of the second class 
at the expiration of the fourth year ; arid of the third class at the 
expiration ofthe sixth year; so that one third may be chosen 
every second year ; and if vacancies happen, by resignation, or 
otherwise, during the recess of the Legislature of any State, the 
executive thereof may make temporary appointments, until the 
next meeting of the Legislature, w T hich shall then fill such vacan- 
cies. 

No person shall be a Senator, who shall not have attained to 
the age of thirty years, and been nine years a citizen of the United 
States, and who shall not, when elected, be an inhabitant of that 
State for which he shall be chosen. 

The Vice President of the Uuited States, shall be President of 
the Senate, but shall have no vote, unless they be equally divided. 
The Senate shall choose their other officers, and also a Presi- 
dent pro tempore, in the absence of the Vice President, or when 
he shall exercise the office of President ofthe United States. 

The Senate shall have the sole power to try all impeachments. 
When sitting for that purpose, they shall be on oath or affirmation. 
When the President ofthe United States is tried, the Chief Justice 
shall preside : and no person shall be convicted without the concur- 
rence of two thirds of the members present. 

Judgment in cases of impeachment shall not extend further than 
to removal from office, and disqualification to hold and enjoy any 
office of honor, trust or profit, under the United States; but the 
party convicted shall nevertheless be liable and subject to indict- 
ment, trial, judgment and punishment, according to law. 

Sec 4. The times, places and manner of holding elections for 
Senators and Representatives, shall be prescribed in each State by 
the Legislature thereof; but the Congress may, at any time, by 
law, make or alter such regulations, except as to the places of 
choosing Senators. 

The Congress shall assemble at least once in every year, and 
such meetings shall be on the first Monday in December, unless 
they shall by law appoint a different day. 

Sec. 5. Each house shall be the judge of the elections, returns 
and qualifications of its own members; and a majority of each 
shall constitute a quorum to do business; bnt a smaller number 
may adjourn from day to day, and may be authorized to compel 
the attendance of absent members, iu such manner aad under such 
penalties as each house may provide. 



PRACTICAL GRAMMAR. S01 

Each house may determine the rules of its proceedings, punish 
its members for disorderly behavior, and with the concurrence of 
two thirds, expel a member. 

Each house shall keep a journal of its proceedings, and from 
time to time publish the same, excepting such parts as may in their 
judgment require secrecy : and the yeas and nays of the members 
of either house on any question, shall, at the desire of one fifth of 
those present, be entered on the journal. 

Neither house, during the session of Congress, shall, without 
the consent of the other, adjourn for more than three days, nor to 
any other place than that in which the two houses shall be sit- 
ting. 

Sec 6. The Senators and Representatives shall receive a com- 
pensation for their services, to be asceitained by law, and paid out 
of the treasury of the United States. They shall, in all cases, ex- 
cept treason, felony, and breach of the peace, be privileged from 
arrests during their attendance at the session of their respective 
houses, and in going to or returning from the same ; and for any 
speech or debate in either house, they shall not be questioned in 
any other place. 

No Senator or Representative shall, during the time for which 
he was elected, be appointed to any civil office under the authority 
of the United States; which shall have been created, or the emolu- 
ments whereof shall have been increased, during such time ; and 
no person holding any office under the United States shall be a 
member of either house during his continuance in office. 

Sec 7. All bills for raising revenue shall originate in the House 
of Representatives ; but the Senate may propose or concur with 
amendments as on other bills. 

Every bill which shall have passed the House of Representative* 
and the Senate, shall, before it become a law, be presented to the 
President of the United States ; if he approve he shall sign it ; but 
if not, he shall return it, with his objections, to that house in which 
it shall have originated, who shall enter the objections at large on 
their journal, and proceed to reconsider it. If, after such recon- 
sideration, two thirds of that house shall agree to pass the bill, it 
shall be sent, together with the objections, to the other house, by 
which it shall likewise be reconsidered, and if approved by two 
thirds of that house, it shall become a law. But in all such cases, 
the votes of both houses shall be determined by yeas and nays, 
and the names of the persons voting for and against the bill shall 
be entered on the journal of each house respectively- If any bill 
shall not be returned by the President within ten days (Sundays 
excepted) after it shall have been presented to him the same shall 
be a law in like manner as if he had signed it, unless the Congress 
by their adjournment prevent its return, in which case it shall not 
be a law. 

Every order, resolution or vote, to which the concuirence of the 
Senate and House of Representatives may be necessary, (except 
on a question of adjournment.) shall be presented to the President 
of the United States; and before the same shall take effect, shal! 



262 INTELLECTUAL AND 

be approved by him, or being disapproved by him, shall be repass- 
ed by two thirds of the Senate and House of Representatives, ac- 
cording to the rules and limitations prescribed in case of a 
bill. 

Ssc. 8. The Congress shall have power — To lay and collect 
taxes, duties, imposts and excises ; to pay the debts and provide 
for the common defence and general welfare of the United States ; 
—but all duties, imposts and excises shall be uniform throughout 
the United States : — To borrow money on the credit of the United 
States : — To regulate commerce with foreign nations, and among 
the several States, and with the Indian tribes: — To establish an 
uniform rule of naturalization, and uniform laws on the subject of 
bankruptcies throughout the United States ; To coin money, regu- 
late the value thereof, and of foreign coin, and to fix the 
standard of weights and measures : To provide for the punishment 
of counterfeiting the securities and current coin of the United 
States : — To establish post offices and post roads : — To promote 
the progress of science and useful arts, by securing for limited 
times to authors and inventors the exclusive right to their respec- 
tive writings and discoveries : — To constitute tribunals inferior to 
the Supreme Court : — To define and punish piracies and felonies 
committed on the high seas, and offences against the law of na- 
tions : — To declare war, grant letters of marque and reprisal, and 
make rules concerning captures on land and water ; — To raise and 
support armies, but no appropriation of money to that use shall be 
for a longer term than two years : — To provide and maintain a na- 
vy : — To make rules for the government and regulation of the land 
and naval forces : — To provide for calling forth the militia to exe- 
cute the laws of the union, suppress insurrections and repel inva- 
sions : — To provide for organizing, arming and disciplining the 
militia, and for governing such part of them as may be employed 
in the service of the United States, reserving to the States respec- 
tively,. the appointment of the officers, and the authority of train- 
ing the militia, according to the discipline prescribed by Congress : 
—To exercise exclusive legislation in ail cases whatsoever, over 
such district, (not exceeding ten miles square) as may, by cession 
of particular States, and the acceptance of Congress, become the 
seat of government of the United States, and to exercise like au- 
thority over all places purchased by consent of the Legislature of 
the State in which the same shall be, for the erection of forts, mag- 
azines, arsenals, dock yards, and other needful buildings: And 
to make all laws which shall be necessary and proper for car- 
vying into execution the foregoing powers, and all other pow- 
ers vested by this Constitution in the government of the Uni- 
ted States, or in any department or officer thereof. 

Sec. 9. The migration or importation of such persoss as any of 
the States now existing, shall think proper to admit, shall not be 
prohibited by the Congress, prior to the year one thousand eight 
hundred and eight : but a tax or duty may be imposed on such 
importation, not exceeding ten dollars for each person. 
The privilege of the writ of habeas corjnis shall not be sus« 



PRACTICAL GRAMMAR. 263 

pended, unless when in cases of rebellion or invasion, the pub- 
lic safety may require it. 
No bill of attainder, or ex post facto law shall be passed. 
No capitation, or other direct tax. shall be laid, unless in 
proportion to the census or enumeration herein before directed 
to be taken. 

No tax or duty shall be laid on articles exported from any 
State. 

No preference shall be given by any regulation of commerce 
or revenue to the ports of one State over those of another; 
nor shall vessels bound to, or from one State be obliged to 
enter, clear, or pay duties in another. 

No money shalf be drawn from the Treasury but in conse- 
quence of appropriations made by law, and a regular statement 
and account of the receipts and expenditures of all public money 
shall be published from time to time. 

No title of nobility shall be granted by the United States ; 
and no person holding any office of profit or trust under them, 
shall, without the consent of the Congress, accept of any pre- 
sent, emolument, office or title, of any kind whatever, from 
any King, Prince or foreign State. 

Sec 10. No State shall enter into any treaty, alliance, or con- 
federation ) grant letters of marque and reprisal ; coin money ; 
emit bills of credit; make any thing but gold and silver coin a 
tender, in payment of debts ; pass any bill of attainder, ex post 
facto law, or law impairing the obligation of contracts, or grant 
any title of nobility. No state shall, without the consent of 
Congress, lay any imposts or duties on imports or exports, except 
what may be absolutely necessary for executing its inspection 
laws ; and the net produce of all duties and imposts, laid by any 
State on imports or exports, shall be for the use of the Treasury of 
the United States ; and all such laws shall be subject to the revi- 
sion and control of the Congress. No State shall, without the 
consent of Congress, lay any duty of tonnage, keep troops, or ships 
of war, in time of peace, enter into any agreement or compact 
with another State, or with a foreign power, or engage in war, 
unless actually invaded, or in such imminent danger as will not 
admit of delay. 

ART. II. Sec 1. The Executive Power shall be vested in a 
PRESIDENT of the United States of America He shall hold 
his office during the term of four years ; and together with the 
Vice President, chosen for the same term, be elected as follows : 

Each State shall appoint, in such manner as the Legislature 
thereof may direct, a number of electors, equal to the whole num- 
ber of Senators and Representatives to which the State may be 
entitled in the Congress : But no Senator or Representative, or 
person holding an office of trust or profit under the United States, 
shall be appointed an elector. 

The electors shall meet in their respective States, and vote by 
ballot for two persons, of whom one at least, shall not be an in- 
habitant of the same State with themselves. And they shall 



264 INTELLECTUAL AND 

make a list of all the persons voted for, and of the number of votes 
for eaeh; which list thev shall sign and certify, and transmit, seal- 
ed, to the seat of the Government of the United States, direct- 
ed to the President of the Senate. The President of the Sen- 
ate shall, in the presence of the Senate and House of Repre- 
sentatives, open all the certificates, and the votes shall then bo 
counted. The person having the greatest number of votes shall 
be the President, if such number be a majority of the whole 
number of electors appointed : And if there be more than one 
who have such majority, and have an equal number of votes, 
then the House of Representatives shall immediately choose br 
ballot one of them for President; and if no person have a ma- 
jority, then from the five highest on the list, the said House 
shall in like manner choose the President. But in choosing the 
President, the votes shall be taken by States, the representa- 
tion from each State having one vote ; a quorum for this pur- 
pose shall consist of a member or members from two thirds of 
the States, and a majority of all the States shall be necessary 
to a choice. In every case, after the choice of the President, 
the person having the greatest number of votes of the electors, 
shall be the Vice President. But if there should remain two or 
more who have equal votes, the Senate shall choose from them, 
by ballot, the Vice President. 

The Congress may determine the time of choosing the elec- 
tors, and the day on which they shall give their votes; which 
dav shall be the same throughout the United States. 

No person, except a natural born citizen, or a citizen of the 
United States at the time of the adoption of this constitution, 
shall be eligible to the office of President ; neither shall any 
person be eligible to that office who shall not have attained to 
the age of thirty-five years, and been fourteen years a resident 
within the United States. 

In case of the removal of the President from office, or of his 
death, resignation or inability to discharge the powers and du- 
ties of the said office, the same shall devolve on the Vice-Pre- 
sident, and the Congress may, by law, provide for the case of 
removal, death, resignation or inability, both of the President 
and Vice President, declaring what officer shall then act as Pre- 
sident, and such officer shall act accordingly, until the disability 
be removed, or a President shall be elected. 

The President shall, at stated times, receive for his services, a 
compensation, which shall neither be increased nor diminished 
during the period for which he shall have been elected ; and he 
shall not receive within that period any other emoluments from 
the United States, or any of them. 

Before he enter on the execution of his office, he shall take the 
following oath or affirmation. 

u I do solemnly swear (or affirm,) that I will faithfully execute 
the office of President of the United States, and will, to the best 
of my ability, preserve, protect, and defend the Constitution of 
the United States." 



PRACTICAL GRAMMAR. 2C5 

Sec 2. — The President shall be commander in chief of the 
Army and Navy of the United States, and of the militia of the 
several States, when called into the actual service of the United 
States. He may require the opinion, in writing, of the principal 
officer in each of the executive departments, upon any subject re- 
lating to the duties of their respective offices, and he shall have 
power to grant reprieves and pardons for offences against the Uni- 
ted States, except in cases of impeachment. 

Fie shall have power, by and with the advice and consent of 
the Senate, to make treaties, provided two thirds of the Senators 
present concur; and he shall nominate, and, by and with the 
advice and consent of the Senate, shall appoint Ambassadors, 
other public Ministers and Consuls, Judges of the Supreme 
Court, and all other officers of the United States, whose ap- 
pointments are not herein otherwise provided for, and which 
shall be established by law. But the Congress may by law 
vest the appointment of such inferior officers as they think 
proper, in the President alone, in the courts of law, or in the 
heads of departments. 

The President shall have power to fill up all vacancies 
that may happen daring the recess of the Senate, by granting 
commissions which shall expire at the end of their next session. 

Sec 3. — He shall from time to time, give to the Congress infor- 
mation of the state of the Union, and recommend to their consi- 
deration such measures as he shall judge necessary and expedi- 
ent; he may, on extraordinary occasions, convene both houses, 
or either of them, and in case of disagreement between them 
with respect to the time of adjournment, he may adjourn them: to 
such time as he shall think proper; he shall receive Ambassadors 
and other public ministers; he shall take care that the laws be 
faithfully executed; and shall commission all the officers of the 
United States. 

Sec. 4. — The President, Vice President, and all civil officers of 
the United States, shall be removed from office on impeachment 
for. and conviction of, treason, bribery, or other high crimes and 
misdemeanors. 

ART. 3.— Skc 1.— The judicial power of the United States 
shall be vested in one Supreme Coart, and in such inferior courts 
as the Congress may, from time to time, ordain and establish. 
The judges^both of the Supreme and Inferior Courts, shall hold 
their offices during good behavior; and shall, at stated times, re- 
ceive for their services a compensation which shall not be dimin- 
ished during their continuance in office. 

Sec 2. — The judicial power shall extend to all cases in law and 
equity, arising under this constitution, the laws of the United States, 
and treaties made, or which shall be made, under their authority ; 
to all cases affecting Ambassadors, other public ministers and con- 
suls; to all cases of admiralty and maratime jurisdiction; to 
controversies to which the United States shall be a party ; to con- 
troversies between two or more States, between a State and 
citizens of another State, between citizens of different States, 

23 



266 INTELLECTUAL AND 

between citizens of the same State claiming lands under grants of 
different States, and between a State, or the citizens thereof, and 
foreign states, citizens or subjects. 

In all cases affecting ambassadors, other public ministers and 
consuls, and those in which a State shall be a party, the Supreme 
Court shall have original jurisdiction. In all the other cases be- 
fore mentioned, the Supreme Court shall have appellate jurisdic- 
tion, both as to law and fact, with such exceptions and under such 
regulations as the Congress shall make. 

The trial of all crimes, except in cases of impeachment, shall be 
by jury, and such trial shall be held in the State where the said 
crimes shall have been committed ; but when not committed with- 
in any State, the trial shall be at such place or places, as the Con- 
gress may by law have directed. 

Sec 3. Treason against the United States shall consist only in 
levying war against them, or in adhering to their enemies, giving 
them aid and comfort. No person shall be convicted of treason, 
unless on testimony of two witnesses to the same overt act, or on 
confession in open court. 

The Congress shall have power to declare the punishment of 
treason ; but no attainder of treason shall work corruption of 
blood, or forfeiture, except during the life of the person attainted. 
ART. 4. — Sec. 1. Full faith and credit shall be given in each 
State to the public acts, records and judicial proceedings of every 
other State. And the Congress may, by general laws, prescribe 
the manner in which such acts, records and proceedings, shall be 
proved, and the effect thereof. 

Sec. 2. The citizens of each State shall be entitled to all priv- 
ileges and immunities of citizens in the several States. 

A person charged in any State with treason, felony or other 
crime, who shall flee from justice, and be found in another State, 
shall, on demand of the executive authority of the State from 
w r hich he fled, be delivered up, to be removed to the State having 
jurisdiction of the crime. 

No person held to service or labor in one State, under the laws 
thereof, escaping into another, shall, in consequence of any law or 
regulation therein, be discharged from such service or labor ; but 
shall be delivered up on claim of the party to whom such service 
or labor may be due. 

Sec 3. New States may be admitted by the Congress into this 
Union ; but no new State shall be formed or erected within the 
jurisdiction of any other State, nor any State be formed by 
the junction of two or more States, or parts of States, without the 
consent of the Legislatures of the States concerned, as well as of 
the Congress. 

The Congress shall have power to dispose of, and make all need- 
ful rules and regulations respecting the territory or other property 
belonging to the United States : And nothing in this Constitution 
shall be so construed, as to prejudice any claims of the United 
States, or of any particular State. 

Sec. 4. — The United States shall guarantee to every State in 
this Union, a Republican form of Government; and shall protect 



PRACTICAL GRAMMAR. 267 

each of them against invasion ; and on application of the Legisla- 
ture, or of the Executive (when the Legislature cannot be conven- 
ed) against domestic violence. 

ART. 5. — The Congress, whenever two thirds of both houses 
shall deem it necessary, shall propose amendments to this Consti- 
tution, or, on the application of the Legislatures of two thirds of 
the several States, shall call a convention for proposing amend- 
ments, which, in either case, shall be valid, to all intents and pur- 
poses, as part of this Constitution, wiien ratified by the Legisla- 
tures of three fourths of the several States, or by conventions in 
three fourths thereof, as the one or the other mode of ratification 
may be proposed by the Congress ; provided, that no amendments, 
which may be made prior to the year one thousand eight hundred 
and eisfht, shall in any manner affect the first and fourth clauses in 
the ninth section of the first article; and that no State, without 
its consent, shall be deprived of its equal suffrage in the Senate. 

ART. 6. — All debts contracted, and engagements entered into, 
before the adoption of this Constitution, shall be as valid against 
the United States, under this Constitution, as under the Confede- 
ration. 

This Constitution, and the Laws of the United States which shall 
be made in pursuance thereof, and all treaties made, or which shall 
he made, under the authority of the United States, shall be the Su- 
preme Law of the land ; and the Judges, in every State, shall be 
bound thereby, any thing in the Constitution or Laws of any State 
to the contrary notwithstanding. 

The Senators and Representatives before mentioned, and the 
members of the several State Legislatures, and all Executive and 
Judicial Officers, both of the United States and of the several 
States, shall be bound by oath or affirmation, to support this Con- 
stitution ; but no religious test shall ever be required as a qualifi- 
cation to any office or public trust under the Linked States. 

ART. 7. — The ratification of the Conventions of nine States, 
shall be sufficient for the establishment of this Constitution between 
the States so ratifying the same. 

Done in Convention, by the unanimous consent of the States pres- 
ent, the seventeenth day of September, in the year of our Loid, 
one thousand seven hundred and ciohty-seven, and of the Inde- 
pendence of the United States of America the twelfth. In wit- 
ness ichercof, we have hereunto subscribed our names. 

GEORGE WASHINGTON, 

President, and Deputy from Virginia. 

NEW-HAMPSHIRE. CONNECTICUT. 

John Langdon, William Samuel Johnson, 

Nicholas Oilman. Roger Sherman. 

MASSACHUSETTS. NEW-YORK. 

Nathaniel Gorham, Alexander Hamilton. 

Rufufi King. 



268 



INTELLECTUAL AND 



NEW-JERSEY. 

William Livingston, 
David Brearly, 
William Patterson, 
Jonathan Dayton. 

PENNSYLVANIA. 

Benjamin Franklin, 
Thomas Mifflin 
Robert Morris, 
George Clymer, 
Thomas Fitzsimons, 
Jared Ingersoll, 
James Wilson, 
Gouverneuj Morris. 

DELAWARE. 

George Read, 
Gunning Bedford, jun. 
John Dickinson, 
Richard Bassett, 
Jacob Broom. 

Mtcst, 



MARYLAND. 

James M'Henry, 

Daniel of St. Tho. Jenifer, 

Daniel Carroll. 

VIRGINIA. 

John Blair, 

James Madison, jun. 

NORTH-CAROLINA. 

William Blount, 
Richard Dobbs Spaight, 
Hngh Williamson. 

SOUTH-CAROLINA. 

John Rutledge, 

Charles Cotesworth Pinckney , 

Charles Pinckney, 

Pierce Butler. 

GEORGIA. 

William Few, 
Abraham Baldwin. 

WILLIAM JACKSON, Secretary, 



—&&&— 



AMENDMENTS TO THE CONSTITUTION. 

Art. 1. — Congress shall make no law respecting an establishment 
of religion, or prohibiting the free exercise thereof; or abridging 
the freedom of speech, or of the press ; or the right of the people 
peaceably to assemble, and to petition the government for the re- 
dress of grievances. 

Art. 2. — A well regulated militia being necessary to the security 
of a free state, the right of the people to keep and bear arms, shall 
not be infringed. 

Art. 3. — No soldier shall, in time of peace, be quartered in any 
house without the consent of the owner ; nor in time of war, but 
in a manner to be prescribed by law. 

Art. 4. — The right of the people to be secure in their persons, 
houses, papers and effects, against unreasonable searches and 
seizures, shall not be violated ; and no warrants shall issue but up- 
on probable cause, supported by oath or affirmation, and particu- 
larly describing the place to be searched, and the persons or things 
to be seized. 

Art. 5. — No person shall be held to answer for a capital or oth- 
erwise infamous crime, unless on a presentment or indictment of 
a grand jury, except in cases arising in the land or naval forces, 
or in the militia, when in actual service, in time of war or public 
danger ; nor shall any person be subject for the same offence to be 
twice put in jeopardy of life or limb; nor shall be compelled, in 
any criminal case to be witness against himself, nor be deprived of 



PRACTICAL GRAMMAR. 269 

life, liberty or property, without due process of law; nor shall pri- 
vate property be taken for public use without just compensation. 

Art. 6.— In all criminal prosecutions, the accused shall enjoy 
the right to a speedy and public trial, by an impartial jury of the 
State and District wherein the crime shall have been committed, 
which district shall have been previously ascertained by law, and to 
be informed of the nature and cause of the accusation ; to be con- 
fronted with the witnesses against him ; to have compulsory pro- 
cess for obtaining witnesses in his favor, and to have the assistance 
of counsel for his defence. 

Art. 7. — In suits at common law, where the value in contro- 
versy shall exceed twenty dollars, the right of trial by jury shall be 
preserved; and no fact, tried by a jury, shall be otherwise re- 
examined in any court of the United States, than according to the 
rules of common law. 

Art. 8. — Excessive bail shall not be required, nor excessive fines 
imposed, nor cruel and unusual punishments inflicted. 

Art. 9. — The enumeration in the Constitution, of certain rights, 
shall not be construed to deny or disparage others retained by the 
people. 

Art. 10. — The powers not delegated to the United States by the 
Constitution, nor prohibited by it to the States, are reserved to the 
States respectively, or to the people. 

Art. 11. — The judicial power of the United States shall not be 
construed to extend to any suit in law or equity, commenced or 
prosecuted against one of the United States by citizens of another 
State, or by citizens or subjects of any foreign State. 

Art. 12. — The Electors shall meet in their respective States, 
and vote by ballot for President and Vice President, one of whom, 
at least, shall not be an inhabitant of the same State as themselves ; 
they shall name in their ballots the person voted for as President, 
and in distinct ballots the person voted for as Vice President ; and 
they shall make distinct lists of all persons voted for as President, 
and of all persons voted for as Vice President, and of the number 
of votes for each; which lists they shall sign and certify, and trans- 
mit sealed to the seat of the government of the United States, 
directed to the President of the Senate : — The President of the 
Senate shall, in the presence of the Senate and House of Represent- 
atives, open all the certificates, the votes shall then be counted : 
the person having the greatest number of votes for President, shall 
be the President, if such number be a majority of the whole num- 
ber of electors appointed ; and if no person have such majority, 
then from the persons having the highest numbers, not exceeding 
three, on the list of those voted for as President, the House of Rep- 
resentatives shall choose immediately, by ballot, the President. But 
in choosing the President, the votes shall be taken by States, the 
representation of each State having one vote ; a quorum for this 
purpose shall consist of a member or members from two-thirds of 
the States, and a majority of all the States shall be necessary to a 
choice. And if the House of Representatives shall not choose a 
President whenever the light of choice shall devolve upon them, 
23* 



270 INTELLECTUAL AKD 

before the fourth day of March, then next following, then tht 
Vice President shall act as President, as in case of tiie death or 
other constitutional disability of the President. 

The person having the greatest number of votes as Vice Presi- 
dent, shall be the Vice President, if such number be a majority of 
the whole number of electors appointed; and if no person have a 
majority, then from the two highest numbers on the list, the Sen- 
ate shall choose the Vice President ; a quorum for the purpose 
shall consist of two thirds of the whole number of Senators, and a 
majority of the whole number shall be necessary to a choice. 

But no person constitutionally ineligible to the office of Presi- 
dent, shall be eligible to that of Vice President of the United States. 
Art. 13.* — If any citizen of the United States shall accept, claim, 
receive, or retain, any title of nobility or honor, 01 shall, without the 
consent of Congress, accept and retain any present, pension, office, 
or emolument of any kind whatever, from any Emperor, King, 
Prince, or foreign power, such person shall cease to be a citizen of 
the United States, and shall be incapable of holding any office of 
trust or profit under them, or either of them. 

* Though the last official publication of the Constitution, under the direction of the Secretary ol 
State, contains this article, it was not asceitaineii that the requisite number of States liad adopted 
it. It is thought proper to insert it, as it was in the last edition, printed by authority of the gen 
eral government, though it is uncertain, whether it be apart of the Constitution. 



APPEHDIX. 

PROSODY. 

Prosody, the last part of Grammar, consists of two parts; the 
former teaches the true Pronunciation of words, comprising Ac- 
cent, Quantity 1 , Emphasis, Pause and Tone ; the latter the laws 
of Versification. 

OF PRONUNCIATION. 

Of Accent.-^ Accent is the laying of a peculiar stress of the voice, on a certain letter or syllable 
in a word, that it may be belter beard than the rest, or distinguished from them: as, in the word 
presume, the stress of the voice must be on the letter u, and second syllable sumc, which take the 
accent. 

Of Quantity. — The quantity of a syllable is that time which it occupies in pronouncing it. It 
is considered Ion? or short. 

A vowel or syllable is long, when the accent is on the vowel ; which occasions it to be slowly 
joined in pronunciation with the following letter; as, Fall, tale, mood, houst 3 , feature. 

A syllable is short, when the accent is on the consonant ; which occasions the vowel to be 
quicklyjoined to the succeeding letter ; as, ant, bonnet, hunger. 

A long syllable generally requires double the time of a short one in pronouncing it; thus, mate 
and note, should be pronouueed as slowly again as mat, and not. 

Of Emphasis. — By emphasis is meant a stronger and fuller sound of voice, by which we distin- 
guish some word or words on which we design to lay a particular stress, and to show how they af- 
fect the rest of the sentence. Sometimes the emphatic words must be distinguished by a particular 
tone of voice, as well as by a greater stress. 

Of Pauses.— Pauses or Rests in speaking and reading, are a total cessation of the voice, during 
a perceptible, aud in many cases, a measurable space of time. 

Of Tones.— Tones are different both from emphasis and pauses, consisting in the modulation of 
the voice, the notes or variations which we employ in the expression of our sentiments. 

OF VERSIFICATION. 

Versification is the arrangement of a certain number and variety of syllables according to cer- 
tain laws. 

BJiymc is the correspondence of the last sound of one verse, to the last sound of another. 

OF POETICAL FEET. 

A cortain number of syllables connected, form a foot. They are called feet, because it is by 
theif aid, that the voice as it were, steps along through the verse in a measured price. 

All feet used in poetry, consist either in two, or of three syllables ; and are reducible to eight 
kinds ; four of two syllables, and four of three, as follow : 

DISSYLLABLE. TRISYLLABLE. 

A Trochee — _ A Dactyl — w w 

An Iambus w — An Amphibrach w — w 

A Spondee An Anapaest — ' w — 

A Pyrrbic -" '"* A Tribrach w *■" *■* 

A Trochee has the first syllable accented, and the last unaccented ; as, hateful, pettish. 

An Iambus as the first syllable unaccented, and the latter accented; as, Betray, consist. 

A Spondehhas both the words or syllables accented : as, The pale moon. 

A Pyrrbie lias both the words or syllables unaccented ; as.. On the tall tree. 

A Dactyle has the first syllable accented, and the two latter, unaccented ; as, Labourer, possible. 

An Amphibrach has the first and last syllables unaccented, and the middle one accented; as, De- 
lightful, domestic. 

An Anapajst has the two first syllables unaccented, and the last accented; as, Contravene , 
acquiesce. 

A Tribrach has all its syllables unaccented ; as, Numerable, conquerable. 

Some of these may b« denominated principal feet j as pieces of poetry may be ^bolly ojr cMfcfty 



272 



APPENDIX. 



-formed of any of them. Such are the Iambus, Trochee, Dactyl, and Anapaest. The others may be 
farmed secondary feet; because their chief use is to diversify the numbers and to improvejthe 
verse. 

PUNCTUATION. 

Punctuation is the art of dividing a wiitten composition into sentences, by points or stops, for 
the purpose of marking the different pauses which the sense and an accurate pronunciation require. 

The Comma represents the shortest pause ; the Semicolon, a pause double that of the comma; 
the Colon double that of the senucolou ; and the Period double that of the colon. 

OF THE COMMA. 

The Comma usually separates those parts of a sentence, which, though very closely connected 
in se*;se and construction, require a pause between them. 

RULE 1. With respect to a simple sentence, the several words of which it is composed, have to 
near a relation to each other, that in general, no points are requisite, except a full stop at tlie end 
of it; as, " The fear of the Lord is the beginning of wisdom.'' " Every part of natu/«_ swarms with, 
living creatures." 

A simple sentence, however, when it is a long one, and tie nominative case is accompanied 
with inseparable adjuncts, may admit of a pause immediately before ll<e verb; as, " The good 
taste of the present ag°, has not allowed us to neglect the cultivation of the English language." 
To be totally indifferent to praise or censure, is a real defect in character. " 

For Correction. 

Slovenliness and indelicacy of character commonly go hand in hand. 

The friend of order has made half his way to virtue. 

Too many of the pretended friendships of youth are mere combinations in pleasure. 

"RULE 2. When the connection of the different parts of a simple sentence, is interrupted by an 
imperfect p!irase, a comma is usually introduced before the beginning ami at the end of the phrase : 
as, " I remember, ivith gratitude, his goodness to me." " His work is, in many respects, very im- 
perfect. It is, therefore, not much approved." But when the interruptions are slight and unimpor- 
tant, the comma is better omitted: as, " Flattery is certainly pernicious. ' "There is surely a plea- 
sure in beneficence." 

For Correction. 

Charity like Ike sun brightens all its objects. 

The tutor by instruction and discipline lays the foundation of the pupil's future honor. 

Trials in this stage of being are the lot of man. 

RULE 3. When two or more nouns occur in the same construction, they are parted by a com- 
ma : as, "The husbaud, wife, and children suffered extremely." ** They took away their furni- 
ture, clothes, and stock in trade." 

From this rule there is mostly an exception, wiih regard to two nouns closely connected by a 
conjunction: as, "Virtue and vice form a strong contrast to each other." •« Libertmrs call re- 
ligion bigotry or superstition." If the parts connected are not short, a comma may be inserted, 
though the conjunction is expressed: as, " Romances may be said to be miserable rhapsodies, or 
dangerous incentives to evil." 

For Correction, 

In our health life possessions connexions pleasures there are causes of decay imperceptibly 
working. 
Discomposed thoughts agitated passions and a ruffled Lemper poison every pleasure of life. 
Vicissitudes of good and evil of trials and consolations fill up the life of roan. 

RULE 4. Two or more adjectives belonging to the same substantive, are likewise ^separated by 
fomraas : as, " Plain, honest truth wants no artificial covering." "David was a brave, wise, and 
pious man." 

But two adjectives immediately connected by a conjunction, are not separated by a comma: as, 
" Truth is fair and artless." " We must be wise or foolish : there is no medium." 

For Correction. 

An idle trifling society is near akin to such as is corrupting. 
Conscious guilt renders us mean-spirited timorous aed base. 

An upright mind will never be at a loss to discern what is jurt and trne lerely honest and of 
good report. 

RULE 5. Two or more verbs, having the same nominative case, and immediately following 
one another, are also separated by commps: as, * Virtue supports in adversity, moderates in pros- 
perity." "In a letter we may advise, exhort, comfort, request, and discuss."' 

Two verbs immediately connected by a conjunction, are an exception to the rale: as, " The 
Ituoy ofnatural history expands and elevates the mind." 

Two or more participles are subject to a similar rule and exeeption. 



APPENDIX. 273 

For Correction. 

Idleness brings forward and nourishes many bad passions. 
We must stand or fall by our own conduct and character. 
The man of order catches and arrests the hours as they fly. 

RULE 6. Two or more adverbs immediately succeeding each other, must be separated by com 
ma;: as, "We are fearfully, and wonderfully framed." " We must act prudently, steadily, and vig- 
orously." 

When two adverbs are joined by a conjunction, they are not parted by a comma: a?, ,; Some 
men sin deliberately and presumptuously." 

For Correction. 

To live soberly righteously and piously comprehends the. whole of our duty. 

When thy friend is calumniated openly and boldly espouse his cause. 

Benefits should be long and gratefully remembered. 

RULE 7. When participles are followed by something that depends upon them, they are gener- 
ally separated from the rest of the sentence by commas : as " The king, approving the pica, put 
it in execution." " His talents, formed for great enterprises, could not fail of rendering him 
conspicuous." 

For Correction. 

True gentleness is native feeling heightened and improved by principle. 

The path of piety and virtue pursued with a firm and constant spirit will assuredly lead to hap- 
piness. 

RULE 8. When a conjunction is parted by a phrase or sentenre from the verb to which it be 
longs, such intervening phrase has usually a comma at each extremity: aj, " They set out early, 
and, before the dawn of day , arrived at the destined place." 

For Correction. 

Wherever Christianity prevails it has discouraged and in some degree abolished slavery. 
We may rest assured that by the steady pursuit of virtue we shall obtain and tr.joy it. 
RULE 9. Expressions in a direct address, are separated from tiie rest of the sentence by com- 
mas: as," My son, give mc thy heart." " I am obliged to you, my friends, for your many favors." 

For Correction. 

Continue my dear child to make virtue thy principal study. 

To you my worthy benefactors am I indebted under Providence for all! enjoy. 

Canst thou expect thou betrayer of innocence to escape the hand of vengeance ? 

RULE 10. The case absolute, and the infinitive mood independent, are separated by commas from 
the body of the sentence; as, " His father dying; he succeeded to the estate.* 1 "At length, 
their ministry performed, they left the world in peace." " T^amfese tJut trut.i, I wat much in 
fault." 

For Correction. 

To prevent further altercation I submitted to the terms proposed. 
To enjoy present pleasure he sacrificed his future ease and reputation. 
To say the least they have betrayed great want of prudence. 

RULE 11. Nouns in apposition, that ;is, nouns added to other nouns in the same case, by 
way of explication, or illustration, when accompanied with adjuncts, are set oft by commas, ..-, 
•' Paul the apostle to the geutiles, was emiutnt for his zeal and knowledge." " George Wa 
ton, president of the Unit d States, wa* an able commander.*' 

But if such nouns are snmle, or only form a proper name, they are not divided; as, Paul the 
apostle. " The emperor Anlonius wrote an excellent book." 

For Correction. 

Content the offspring of virtue dwells both in retirement and in the active scenes of life. 

Confucius the great Chinese philosopher was eminently good as well as wise 

The patriarch Joseph is an illustrious example of chastity resignation and filial affection. 

RULE 12. Simple members of sentence* cohucc1<mI by i mwnnu mi, a»« tor the most part dis- 
tinguished by the comma: as, ' dt the hart panteth after the water brooks, so dee* ray- 
after thee." " Better is a dinner ol herbs with love, than a stalled ox and hatred with it." 

If the members in a comparative sentence are short, the comma is, in general better omitted ; as, 
" How much better is it to get wisdom than gold." 

For Correction. 

The more a mm speaks of himself the less he likes to hear another inlkedof. 
Nothing more strongly inculcates resignation than the experience of our own inability to guide 
ounelves. 

RULE 13. When'words are placed in opposition to each other, or with some marked variety, 
they require to be distinguished by a comma : as, 
*' Tho' deep, yet clear ; tho'gentle, yet not dull : 
Strong, without rage ; without o"erliowmg ; lull." 



£74 APPENDIX. 

" Good men id this frail, imperfect state, are often found, not only ia unison with, but in oppr> 
Sltion to, the views and conduct of one another." 

Sometimes when the word with which the last preposition agrees, is single, it is better to omit 
I he comma before it: as, « Many states j were in alliance with, and under the fprotectioa of 
Koine." 

The same rule and restriction must be applied where two or more nouns refer to the same prepo- 
sition : as, ' ; He was composed both under the threatening, and at the approach of cruel aud 
li ugering death. " 

For Correction. 



Contrition though it may melt ought not to sink or overpower the heart of a Christian. 
The goods of this world were given to man for his occasional refreshment not for his chief feli- 
city. 

RULE 14. A remarkable expression, or a short observation, somewhat in the manner of a 
quotation, may be properly marked with a comma : as, "It hurts a man's pride to say, I do not 
know." Plutarch calls lying, the vice of slaves. 

For Correction. 

Tice is cot of such a nature that we can say to it, "Hitherto shalt tbou come, and no fur- 
ther." 

One of the noblest of the Chiistian virtues, is'Molove our enemies." 

Many too confidently say to themselves, "My mountain stands strong and it shall never be 
moved. " 

RIJCE l-i. Relative pronouns are connective words, and generally admit a co mma before tbem : 
as. " He preaches sublimely, who lives a sober, righteous, and pious life." 

But when two members or phrases are closely connected by a relative, restraining the general 
notion of tiit antecedent to a particular sense, the comma should be omitted : as, ' Self defence is 
the sacrifice which virtue must make." 

Tii is rule applies equally to cases in which the relative is not expressed, but understood: as, •* It 
wus from piety, warm and unaffected, that his morals derived strength." 

For Correction. 

It is labor only, which gives the relish to pleasure. 

In thatuna/i'eL'ted civility which sprirgs from a gentle mind there is an incomparable charm. 

They who raise envy will easily incur censuie. ~ 

RULE 16. A simple mamber of a sentence contained within another, or following another, 
must be distinguished by the comma : as, "To improve time, whilst we are blessed with health, 
will smooth the bed of sickness. " "Very often while we are complaining of the vanity, and tbj 
evils of human life, we make that vani -y, aud we increase those evils." 

If however the members succeeding each other, are very closely connected, the comma is unne- 
cessary : as, " Revelation tells us how we may obtain happiness." 

When a verb in the infinitive mood, follows its governiug verb, with several words between 
them, those words should usually have a comma at the end of them : as, " It ill becomes good 
and wise men, to oppose and degrade one another." 

Several verbs in tne infinitive mood, having a common dependence, and succeeding one anoth- 
er, are also divided by commas : as, "To relieve the indigent, to comfort the atllicted, aud to 
protect the innocent , are humane and noble employments." 

For Correction. 

Ifthe mind sow not corn it will plant thistles. 

One day is sufficient to sca'ter our prosperity and bring it to nought. 

Graceful in youth are the tears of sympathy and the heart that melts at the tale of wo. 

RULE 17. When the verb to be is followed by another verb in ihe infinitive mood, which, hy trans- 
position, might be made the nominative case to it, the former is generally separated from the latter 
verb, by a comma : as, " The most obvious remedy is, to withdraw from ail associations with bad 
men." 

For Correction. 

The greatest misery that we can endure is to be condemned by our own hearts, 

Charles's highest enjoyment was to relieve the distressed and to do good. 

The highest enjoy u«ent that Charles ever experienced was to relieve the distressed and to do 
good. 

RULE 18. When rJ ■"»«««»•*««»--« or aa j uue t a arc of importance, nnH often when the natura 1 or- 
crr oniicin is inverted, they may be set off by commas: as, " Virtue must be formed and support- 
ed not by unfrequent acts, but by daily and repeated exertions." " Vices, like shadows, towards 
the evening of life, grow great and monstrous." v 

For Correction. 

In your most secret actions suppose that you have all tbe world for witnesses. 
In youth the habits of industry are mo?t easily acquired. 
What is the right path few take the trouble of inquiring. 

RULE 19. When a veib is understood, a comma may often be properly introduced: as, u From 
law arises security; from security, curiosity : from cariosity, knowledge. * 

Providence aeyex intended that any state here should be either completely happy, or entirely 
aaiser able . 



APPENDIX, 275 

A* a companion he was severe and satirical ; as a friend, captious and dangerous : in his do- 
mestic sphere, harsh, jealous, and irascible. 

RULE 20. 1 he words, nay, so,hence,a%ain^first, secondly, formerly, nmc,lastly ,above all, on 
thtamirary , in the next place ,in short, and all otner words and phrases of Lae tame kind, mast 
generally be separated from the context by a comma. 

For Correction. 

I proceed secondly to point nut the proper state of our temper with respect to one another. 

Here, every thing isiu stir and fluctuation ; there all is serene stead/ and orderly. 

1 shallmakc some observations first on the external and next ou the internal coudrtvm of man, 

OF THE SEMICOLON. 

The Semicolon is used for dividing a compound sentence into two or more parts not so closely 
connected as tnose which are .separated by a c^mma, nor yet so little dependant on each other, 
as those winch are distinguished by a colon. 

The semicolon is sometimes used, when the preceding member of the sentence does not <»fits«lf 
give a complete sense, but depends on the following clause: and sometimes when the sense of that 
member would be complete without the concluding one ; as, in the following instances: " As ti>« 
desire of approbation, when it works acoi ding to reason, improves the amiable part ofourspceies 
in every thing that is laudable ; so nothing is more destructive to them, when it is governed by 
vanity and folly. 

For Correction. 

Heaven is the region of ge»tleness and friendship hell of fierceness and animosity. 
The pain of trutn is plain and a safe path, that of falsehood is a perplexing maze. 
Modeety is one c4 th e chief ornaments ot youth, and it has ever been esteemed a presage of ris- 
ing merit. 

OF THE COLON. 

The Colon is used to divide a sentence into two orjmore parts, less connected than those Mich 
are separated by a semicolon : but not so ind-pendent as separate distinct sentences. 

The colon may be properly applied in the three lol lowing cases. 

1. Wiien a member ol a sentence is complete in itself, but followed by some supplemental re- 
mark, or further illustration of the subject : as, "Nature feels her inability to extricate herself 
from the consequences of guilt : the gospel reveals the plan ol divine interposition and aid."' 

i. When several semicolons have preceded, and a still greater pause is necessary, m order to 
mark the connecting or concludiug sentiment. 

3. The colon is commonly used when an example, a quotation, or a speech is introduced : as, 
" The scripture gives us an amiable representation of Deity, in these words : God is love." 

For Correction. 

A metaphor is a comparison expressed in an abridged form but without any of t>>e words 
that denote comparison as '' To the irpiight there ariseth lighliu darkness.'" 

All our conduct towards men should be influenced by this important precept "Do unto Others 
as you would that others should do unto you. 

Philip III. king of Spain when he drtw near the end of his days seriously reflecting on his past 
life and greatly affected with the remembrance of his misspent time expressed hisdeep regret in 
these terms " Ah I how happy would it have been for me had! spent m retirement these twenty- 
three years that I have possessed my kingdom." 

OF THE PERIOD. 

When a sentence is complete and independent, and not connected in construction with the fo)- 
lowing sentence, :t is marked with a period. The period should be used after all abbreviated 
worus": as, ** M. & P. S. N. B." 

For Correction. 

Worldly happiness ever tends to destroy itself by corrupting the heart it foster? the loose and 
the violent passions, it engenders noxious habits and taints the mind with false delicacy which 
makes it feel a thousand unreal evils. 

Feeding the hungry clothing the naked comforting the afflicted yield more pleasure than we 
receive from those actions which respect only ourselves benevolence may in Uiil view be termed 
the mostrehned self-love. 

OF THE DASH. 

The dash may be used with propriety, when the sentence breaks off abruptly ; when a signiScar,' 
pause it required; or when there is an unexpeettd turn in the sentiment ; as", * If thou art ae ; »'-> 
much respected once — but oh ! how fallen ! how degraded I" 

For Correction. 

Something there is mere needful than expense. 
And something previous e'en to taste 'tis sense 
"I'll live to-morrow" will a wise man say ? 
To-morrow is too late then live to-day. 



276 



APPENDIX, 



OF THE INTERROGATION POINT. 



A note of interrogation is used at the end of interrogative sentences ; that ic when a nftestion •< 
asked: as, " Who adorned the heavens with such exquisite beauty?" "Who will accoipapy 

OF THE EXCLAMATION POINT. 

The note of exclamation is applied to express-ens of sudden emotion, surprise iov °rief *r>" 
nnd also to invocations and addresses .- as. " Slv fVienrl ( th ; c ™,^,i..,.^ . ._,,, '. b „, ' . 



3 interrogation and exclamation points are indeterminate as to their quantity and time and 
>e equivalent, m that respect, to.a semicolon, a colon, or a period, as the case may reouire 
mark an elevation of tht voice. J H m **- 



and also to invocations and addresses : as, " My friend ! this conduct amazes me''- rt "B1«S the 

Lord, O my soul!" 

The i 
may be e 
They uiari 

For Correction. 

What is there in all the pomp of the world the enjoyments of luxury the gratification of pas-ion 
comparable to the tranquil delight vi a good conscience. r 

To lie down on ihe pillow alter a day spent in temperance in beneficence and in piety how sweet 

"We wait till to-morrow, to be happy alas why not to-day shall we be younger are we sure 
we shall be healthier will our passions become feebler and our love of the world less 

What shadow can be moie vain than the life of a great part of mankind of all that ea^er and 
bustling croud which we behold on earth, how few discover the path of true happiness How few 
can we rind whose activity has not been misemployed and whose course terminates not in confes- 
sions cf disappointments 

OF THE PARENTHESIS. 

The Parenthesis is a clause containing some necessary information, or useful remark, introduced 
into the body of a seutence obliquely, and which may be omitted without injuring the grammati- 
cal construction : as, 

" And was the ransom paid ? It was ; and paid 
(What can exalt ins bounty more ?) forthee. 7 ' 

The parenthesis marks a ,-noderate depression of the voice; and maybe accompanied with every 
point whicn the sense would require if tne parenthetical characters were removed. 

For Correction. 

As in riper years all unseasonable returns to the levity of youth ought to be avoided an ad- 
monition which equally belongs to both the sexes, still more are we to guard against those in- 
temperate indulgences of pleasure, to which the young are unhappily prone. 

The bliss of man could pride that blessing find, 

Is not to act or tiiink beyond mankind 

Or why so long in life if Jong can be 

Lent Heav'n a parent to the poor and me. 

DIRECTIONS 

Respecting the use of Capital Letters. 

It is proper to begin w ith a capi*al, 

1. Tiie first word of every book, chapter, letter, note, or any other piece of writing. 

2. The first word after a period; and if the two sections are totally independent, after a note 
of interrogation or exclamation. 

3. The appellation of the Deity; as, God, Jehovah, the Almighty, the Supreme Being, the Lord, 
Providence, the Messiah, the Holy Spirit. 

4. Proper names of persons, places, streets, mountains, rivers, ships; as, George, York, the 
Strand, the Alps, the Tuames, the Sea horse. 

5. Adjectives derived from the pioper names of places; as, Grecian, Roman, English, French, 
Italian. <x.c. 

6. The first word of a quotation, introduced after a colon, or when it is in a direct form: as, 
** Always remember this ancient maxim : ' Know thyself.' " 

The fir. t word of an example may also very properly begin with a capital. 

T. Every substantive and principal word ia the title of books ; as, Johnson's Dictionary of the 
English Language. Thompson's Seasons. 

8T The first word of every line in poetry. 

9. The pronoun 1, and the interjection O, nre written in capitals. 

Other w : ords, beside tiie preceding, may begin with capitals, when thej arc remarkably emphat- 
ical, or the principal subject of the composition. 

For Correction. 

WHen socrates wns asked what man approached the nearest to perfect bappines; he answered 
That Man who has the fewest Wants. 

She who studies her Glass neglects her Heart. 

Between Passion and Lying there is not a Finger's breadth. 

The freer we feel ourselves in the Presence of others the more free are they he who i.< free 
makes fre«. 

Addison has remarked with equal piety and Truth that the Creation is a perpetual Feait to th-e 
Mind of a good Man. 

He who shuts out all evasion when he promises loves trnth. 

The laurels of the Warrior are dyed in Blood and bedewed with the Tears of the Widow ari 
of the Orphan. 



r 



- 



^ 



sss 



m 



MumSEL" 00 "^ 



°03 238 286 1 




INTELLECTUAL 



AND PRACTICAL 






GRAMMAR 



